Applying some techniques to teach speaking skill through adapting activities for while speaking part in english 10

Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

BIM SON UPPER SECONDARY SCHOOL

TEACHING EXPERIENCE

&
Applying some techniques to teach speaking skill
through adapting activities for while -speaking part
in English 10 at Bim Son UPPER SECONDARY SCHOOL

Teacher: Vu Thi Thanh Nhan
Post: The leader of the foreign language group
School: Bim Son upper secondary school
Subject: English

THANH HOA, YEAR 2018

Part A- INTRODUCTION
Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

I. Reasons for choosing the research
Nowadays English has become an international language because it is widely
used in many parts of the world. In the tendency of integration of the global economy,
English is one of the effective communicative tools for everybody. The role of English
is considered to be indispensable in the fields of economics, politics, science, culture
and education, and more and more people want to learn English for communicating
with foreign partners, tourism, study tours, etc.
According to the project "Teaching and Learning Foreign Language in the
National Education System for the period 2008-2020", with the objective is that by
2020 most Vietnamese youth graduated from secondary schools, colleges and
universities, can use foreign language as a second language to speak independently, to
be confident in communication, to learn, and to work in an integrated, multi-lingual,
multi-cultural environment; Foreign language becomes Vietnamese’s strength serving
the cause of industrialization and modernization of the country.
Speaking is one of the most important and essential skills that must be practiced
to communicate orally. By speaking, people are able to know what kinds of situations
the world. People having ability in speaking will be better in sending and receiving
information or message to another. Speaking is the process of building and sharing
meaning through the uses of verbal and non verbal symbol in various contexts
And speaking skill is an important part of the curriculum in language teaching
and speaking has its own way of assessment; according to the Common European
Framework of reference for languages (CEFR), describing students’ level. They are
C2, C1, B2, B1, A2, A1 and students graduating from high school gain A2
Recognizing that importance, so teaching and learning English in the society are
increasingly concerned; programs and teaching methods are increasingly innovative in
order to meet the needs of the schools. The teachers have applied teaching tips and
activities to promote the positive and proactive of the students and create optimal
conditions for teaching students, developing and enhancing language skills. However,
for various reasons, most teachers make use of the textbooks, not invest for the design

of a variety of useful activities. Learning English is to communicate; however, in while
- speaking lessons, students are mostly passive, only write and hardly say, after the
Speaking lesson, students do not know how to apply the knowledge in specific
situations. This imposes a requirement for the teachers is that people have to organize a
variety of activities to improve English speaking effectively and make Sts feel easier
and more interested in this subject.
For those reasons, With all my effort in
thinking, exploring, exchanging, discussing with other colleagues in the education
sector along with the rubbing practical work experience in teaching English in high
school for nearly 18 years, I strongly share some ideas, thoughts through the initiative:
Applying some techniques to teach speaking skill through adapting activities for
while -speaking part in English 10 at Bim Son upper secondary school.
Hopefully that the results of this study would be shared with any colleagues who
had the same problem or anyone who is interested in this study.
II. The objectives of the study:

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

+ Improve the quality of teaching and learning of English at Bim Son upper
secondary school.
+ Increase the duration of the student says (students' talking time) during school
hours in the classroom and check out the old lessons

+ Improve communication skills of students.
+ Promote the central role of the learner.
+ Develop thinking language for students not only in English but also in the
learning activities and other activities in daily life.
III. Scope of the study
The study focuses on some classes of the 10 th grade students (from 2014 to 2016 at
Bim Son upper secondary school.
IV. Measures carried out:
Study the textbook English 10, read the relevant documents, design some whilespeaking activities in English 10, practice on classes, observation, get feedback from
students, based on the results achieved, learn by experiences.

PART B - CON TENT
I. Theoretical basis:
1. Material Adaptation
1.1 . Definition of Adapting

Naturally, adaptation is the action or process of adapting or fitting or the stage
of being adapted or fitted. Being considered in the points of view of linguistics and
educators, course book adaptation means changing existing course books in order to
make them more suitable for specific learners, teachers or situations (Tomlinson,
2000). In addition to this issue, Peacock (1996) states that adaptation is essentially a
process of ‘matching’ to maximize the appropriateness of teaching materials in
context, by changing some of the internal characteristics of a course book to better
suit particular circumstances.
1.2. Reasons for adapting textbook
The textbook is a stimulus or instrument for teaching and learning.
Cunninsworth (1995) makes the statement that:
Textbooks are an effective resource of self-directed learning, an effective
resource for presentation material, a source of ideas and activities, a reference source
for students, a syllabus where they reflect pre-determined learning objectives, and

support for less experienced teachers having yet to gain in confidence.
However, there is no perfect suitable material. Therefore, teachers adapt
textbook to match it with their teaching environment, their learners, their own
preferences, the course objectives and the text, tasks and activities.
1.3 .Types of textbook adaptation
Tanner, R & C Green (1998) estimate that changes of some sort made by
teachers are inevitable in order to fit a book with their aims, their setting and most of
their learners. These authors also give various actions teachers can take to tailor a

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

selected textbook to fit their teaching situation.
You can’t always get what you want
Changes of some sort are inevitable if you want take a book to fit your aims,
your setting, and most of all your learners. There are various actions you can
take to tailor a selected textbook to fit your teaching situation.
CHANGE

REMOVE

Make small changes to the existing
materials in the textbook.

Remove a textbook activity from the
lesson.

REPLACE

ADD

Replace one activity
with another
related one which is more suitable.

Add an extra activity in an area not
covered sufficiently in the textbook.

(Tanner, R& C Green 1998 Tasks for Teacher Education Harlow: Longman, p. 122)

2. An overview on the teaching of speaking
In order to help students to develop their English speaking ability we need insights
about the nature of spoken discourse, so we will be able to find a useful methodology
to select and design appropriate classroom activities.
2.1. Principles for Teaching Speaking
In the communicative model of language teaching, the teacher helps the students
in real life communication. They help their students develop the ability to produce
grammatically correct, logically connected sentences that are appropriate to specific
contexts. According to Nunan (2003), there are some principles for teaching speaking.
Some of which are described below:
2.2. Give students practice with both fluency and accuracy
At the beginning and intermediate level of studies, learners must be given
opportunities to improve their fluency as well as accuracy. Accuracy means using the

target language correctly and fluency is using language quickly and confidently. The
teacher should not emphasize on any one aspect of speaking. Rather, students should
get practice on both accuracy and fluency.
2.3. Use group work or pair work
To improve students’ speaking, they should be given enough opportunities to
speak in class. So, teachers talk time should be less and students talk time should be
more. It is important for language teachers do not take up all the time. According to
Nunan also, “Pair work and group work can be used to increase the amount of time that
learners get to speak in the target language during lesson.” In this way, the students
will get chance to interact and practice the language with other students.
3. Challenges in the English Speaking Classroom and the solutions
3.1. Students do not want to talk or say anything
One of the problems is students feel really shy about talking in front of other
students, they are suffer from a fear of making mistakes and therefore “losing face” in
front of their teacher and their peers. Speaking in front of other people needs courage,

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

motivation from inside, and outside such as joyful atmosphere in the conversation and
interesting topic. Further is because there are students who dominate and almost
intimidate. Another reason for students silence may simply be that the classroom
activities are boring or pitched at the wrong level. Many people have a good ability in

English language skills but when they should communicate with English, they fail in
expressing their ideas. They are afraid and anxious of saying something wrong or
incomprehensible. One way to encourage students to speak in English is simply to
speak in English as much as possible in classroom.
3 .2. Students keep using their own language.
One problem may teachers face is that students use their native language rather
than English to perform classroom tasks. This might happen because they want to
communicate something important, and so they use language in the best way they
know. They have difficulty saying something and because they do not want to lose
their face in front of their peers, they think that they better use their native language
and so others can understand them. This problem also connected with students do not
want to talk or say anything in the foreign language but they keep using their own
language. In this situation, teacher can create an English environment and keep
reminding them always use English.
3.3. It is difficult to handle students in large classroom.
If the classroom is big, for example 30 or 40 students in a classroom, it is clearly
that the students hardly got a chance to practice the language, and difficult for them to
ask and receive individual attention they need. It is hard for the teacher to make contact
with students at the back, to keep good discipline, also to organize dynamic and
creative teaching and learning sessions. But there are advantages of a large classroom:
when there are many students in a classroom they can share many different ideas,
interesting life experiences, learn to share responsibility and help each other during
project work which can bring variety and speeds up the work.
3. 4. Students are not discipline in classroom.
Some students do not pay attention to the lesson given; they just talk with each
other and make some noises. The problems may be because the students are bored with
the activities or they feel unable to cope with the task given. They show their
frustration by disruptive behavior and loud outbursts. The discipline of the students in
the classroom is related also to the motivation of the students themselves. If they have
low motivation, it means they have low enthusiasm in following the classroom which

makes them indiscipline in the classroom. In this situation, the teacher can create
activities that make students feel enjoy themselves in the class.
3. 5. The materials do not fulfill the need of students
Language teacher should attempt to associate the language they are teaching with
the situation outside the classroom. Smith (1983) in Freeman (1999) has explained that
people do not learn if they are confused or bored. When school topics do not relate to
students‟ lives, they may find themselves confused or bored. Moreover, when students
cannot understand the language instruction, they may become frustrated. Good
teaching-texts for classroom use are not there simply in order to be read, they lead to
comment and interpretation by learners, and illustrate typical pragmatic uses of lexis

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

and structure. They have to be fairly short, so that other activities besides
comprehension can occur. They have to be “appropriately accessible”. This means ''not
too difficult for learners to understand but difficult enough to encourage them to
develop further in the language”. There are four alternatives when the teacher decides
the textbook is not appropriate. The teacher can omit the lesson, teacher can replace the
textbook lesson with one of the teacher’s own, teacher can add to what is in the book,
and the last is teacher to adapt what is in the book (Harmer, 1998:111).
3. 6. Students have low motivation to learn English
Nunan (1991) wrote in Lawtie (1999), “Success is measured in terms of the

ability to carry out a conversation in the (target) language”. Therefore, if students do
not learn how to speak or do not get any opportunity to speak in the language
classroom they may soon get de-motivated and lose interest in learning. Nevertheless,
if the right activities are taught in the right way, speaking classroom can be a lot of fun,
raise learner motivation and make the English language classroom a fun and dynamic
place to study English. Their motivation is more likely to increase if the students can
see how their process of classroom learning achieves the objective, and helps them to
accomplish the success. The development of communicative skills can only take place
if learners have motivation and opportunity to express their own identity and to relate
with the people around them One key to increasing motivation is to use activities
matched to the personalities, learning styles and characteristics of the learners as often
as practically possible.
4. How to encourage students to speak
It is very important for teachers to encourage students to speak in the classroom.
If they do not encourage them to use the language the students’ speaking ability will
never improve. Students usually do not use the target language beyond classroom. That
is why they need to speak up in the classroom. If the students make any mistake, the
teacher can help to correct their mistakes. According to Philips, the teacher can do the
following things to help their students to speak:
4.1. Encourage students interact
Most of the students feel very shy to speak because they do not acquire the target
language and they are not used to take part in classroom discussion. Students do not
even interact with other students or keep silent when they are asked to speak English
all the time. Therefore, it is important to create a comfortable atmosphere in the
classroom where students are not afraid to speak and enjoy communicating with the
teacher. Students have to be given such atmosphere where they can speak without any
pressure and stress.
4.2. Make speaking activities communicative
Speaking activities need to be very interesting to encourage meaningful
interaction between students. If the speaking activities are not interesting enough and

do not provide opportunity for students to speak then there is no use of giving speaking
activity. According to Philips, “The aim of communication activities is to encourage
purposeful and meaningful interaction between students. Communicative tasks are
designed so that students have a reason or purpose for speaking.” Therefore, teacher

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

should give such activities so that students can share their thought, express their
feeling, find out the real information, discuss and argue.
4.3. Plan speaking activities carefully
According to Philips, “Speaking activities need to be very carefully structured at
first at lower levels, thus the students have few demands on them.” At the beginning
stage, activities should be easy but good enough for students can use the target
language. Students might not be fluent and accurate in speaking but they should not
remain quite. When they get used to communicate then the teacher can introduce more
difficult activities such as role-plays, discussions, debate and problem-solving tasks.
4.4. Speak, speak and speak
No matter what vocabulary or pronunciation you have, you should be as confident
and speak as possible when you have the opportunity. Nobody laughs when you make
a mistake, otherwise they can be more enthusiastic to help you fix more. The only way
to practice as much as possible is to help you improve fluency, vocabulary...
Remember that speaking skill is like playing music or playing sports, you will be better

if you practice more
II. Practical basic
1. Rationale
Speaking is a crucial part of second language learning and teaching. Therefore,
the aim of teaching and learning in the classroom is developing students’ ability in
speaking. The goal of teaching speaking should improve students’ communicative
skill because students can express themselves and learn how to use language.
However, the fact shows that most of the students have difficulties in speaking.
The problems are: (1) the students have low motivation to speak English, (2) the
students are too shy to express their ideas in English, (3) the students feel worried if
their friends will laugh at them, (4) the students have low ability in mastering
grammar, vocabulary and pronunciation, (5) only few students have great
willingness to speak in front of the class, and (6) the monotonous teaching approach
used by the teacher.
The ultimate goal of language learning is communication. Grammar and other
skills are also important but high achievement is also intended to support this
objective. The main testing, evaluation has grammar, reading comprehension and
writing are invisible obstacles to teaching and learning for skills, this led to learning
and teaching the deadly.
Teachers adapt while - Speaking in speaking lessons because of the following
basic reasons:
- Ask sts to practice skills, apply the knowledge they have learned in class.
- Help students to deepen knowledge.
- To help students become familiar with the work in the big topic, the method, in
pairs, in groups, to share ideas demographic interactive, these activities take time and
need to search external sources of information (such as information on the library, on
the website, or information from the students)

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

2. Current status of teaching and learning English at Bim Son upper
secondary school.
Bim Son upper secondary school is located in Bim Son town, which is
convenient for students to learn English . But, in fact hardly almost of the students are
aware of learning English because they think that English is a difficult subject and
only learn to pass the national exam so just learn to cope, subjective leads to loss of the
root, and are getting worse and worse. In English, many students do not know how to
write and say a word in English, even distinguish words of type: noun, verb, adjective.
Most of students are surprised and unresponsive, only a few students know how to
answer. Therefore, teachers’ teaching is extremely difficult.
First, except for lessons with the teachers attended observing, teachers often
cling to the Tasks of textbook. With this request form, the students are all passive,
under develop thinking language, abuse of "good book" to cope, or students using the
old books have answers already, even the teachers are doing on behalf of the students,
too.
Secondly, sometimes teachers have organized a number of activities to support
but does not test, do not score, or check but fail to attract all students.
Thirdly, teachers haven’t applied strictly communicative approach to teaching,
teachers like saying too much, many control classes , at promoting the initiative,
students' positive. Teachers organize activities Pair work, Group work ineffective so
they can support each other. We are afraid that they will be passive and weak to do
nothing and students will use their mother tongue when exercising. This fix is only

because we can call her students to pay all groups and get points for the team, so they
have to help each other to do well the Tasks that teachers make.
Finally, one of the content of GCSE exam and entrance examination that all
students are worrying is type of the communicational questions. It only has a few
questions; it also helps the students to get marks easily if they try their best to study it.
To do well this kind of exercise, they need to have extensive and various knowledge
and apply it in a current situation.
The most important factual situation that has urged me to choose this topic is
that the English speaking ability of students in high school is extremely bad though
speaking skill is necessary, most students do not like it. The achievement of speaking
test is low. Moreover, Through teaching process, I have realized that most of them are
unable to say English fluently and clearly. One of the reasons for this bad situation is
that they have not been guided clearly by their teachers, and they have no ideas, lack
of vocabulary and background knowledge. Even they are lazy to give point of view,
The teachers cannot control the students’ contribution in group work; Moreover, the
teachers always speak Vietnamese and occasionally give a task but do not say
anything, only sit silently, which leads to the inability to figure out the ideas for
specific topic. Therefore, each speaking lesson of teachers and pupils are usually
stressful and students just feel very disappointed about their speaking skills, and they
do not want to learn this speaking lesson.
3. Description of the solution of the subject
3.1. Notes the new features for adapting

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

Instead of a fixed grip on the Tasks of the textbook, I designed a number of other
activities for while-speaking part in English 10 such as:
+ Interview: Students can conduct interviews on selected topics with various
people. A student will forward to playing a doctor, a teacher, a player ... and the other
students will give the new questions. It is a good idea that the teacher provides 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. Conducting
interviews with people gives students a chance to practice their speaking ability not
only in class but also outside and helps them becoming socialized. After interviews,
each student can present his or her study to the class. Moreover, students can interview
each other and "introduce" his or her partner to the class.
+ Role play/simulation: One other way of getting students to speak is roleplaying. Students pretend they are in various social contexts and have a variety of
social roles. In role-play activities, the teacher gives information to the learners such as
who they are and what they think or feel. Thus, the teacher can tell the student that
"You are David, you go to the doctor and tell him what happened last night, and…"
(Harmer, 1984)
Role play provides the opportunity for students to develop and revise their
understanding and perspectives by exploring thoughts and feelings of characters in
given situations. The teacher may take a role, becoming an active participant in
promoting independent thinking and co-operative learning.
Role play helps students to develop empathy as they examine others’ ideas,
feelings, and points of view as well as oral expression and interpretation skills as they
use language to describe perceptions, emotions, and reactions. In addition, it also helps
students to improve decision-making, problem-solving skills as they gain experience
independence thinking and co-operative learning.
+ Improving a dialogue: The teachers give the topics and ask students improve
the dialogues based on their ideas and expressions. This activity can be difficult for

students, so the teachers have to guide clearly to help them make the dialogues more
easily.
+ Report - Presentation: Report can be made more meaningful to the audience
through the use of visuals such as charts, maps, diagrams, and overhead
transparencies. Oral reports should emerge from other English language arts processes.
If some students are not comfortable with reporting, they can develop more confidence
by taking part in other oral activities before they are ready to give a report.
Students will report back on what we've learned, we've read, what we have
discussed. Obviously this is a difficult operation, so students must be prepared and
reported in groups or take turns reporting.
+ Mapped dialogue : This activity can be done through the use of visuals such
as charts, maps, diagrams. The teachers present the map and then students act out and
practice in pairs or in groups.
+ Discussion: Discussion differs from conversation in that it generally has an
identifiable purpose, such as coming to clearer understanding of characters’ roles in a
drama or exploring the possibilities for publishing student writing. Discussion is

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

similar to conversation with regard to listening carefully, considering what others say,
being courteous, and speaking so that all can hear. Many of students’ conversational
abilities will transfer to discussion situations.

Discussion assists students in the development of reasoning, critical thinking,
and problems-solving skills. It gives them practice in expressing ideas orally in an
organized manner and enables them to arrive at conclusions, clarity or modify ideas,
resolve differences, and find alternative solutions.
Groupings of three to five are good for effective discussion. Everyone is able to
contribute to the discussion as a listener and as a speaker. In addition, a small group
draws out quieter students who many not contribute to larder group discussions.
Students will discuss and give opinions on a given topic based on the knowledge they
had just learned.
+ Ranking : Students may rank (put in order of importance) the items on a list
they have made. For example, after students have made a long list of clothing words,
you can ask those questions. “Which are the most important clothes to wear in
winter?” Or after making a list of countries, “Which coun- tries would you like to
visit? Where would you go first?” After making a list of hobbies, “Which of these
hobbies are the most fun?” You can use this active ty to learn nouns during the
lesson. With a list of character adjectives, like: kind, smart, quite you could ask
“Which of these character do you have? Which of these characteristics describes
your best friend?” To learn the adjectives use this activity making a list of some more
adjectives which you had at the lesson. Students may answer their partners or in turn
to the whole class. The level of the activity depends on difficulty of the words on the
list.
+ Problem - Solving: Present a problem to the students. Students work in pairs
or as a whole class to solve the problem. For example “Jasur never does his
homework. What should his teachers do? What should his parents do?” or “Rano
wants to buy a beautiful dress but she doesn’t have much money”. Use this activity
to get better results in teaching of “Modal verbs: should, can, must,……”.
+ Games: Games are popular activities that teachers often use. Those are any
activities that are also considered games when we want students to do and want to find
out the winner. Obviously, Games are very positive and are highly promoted. Teachers
can design the game to suit each specific class, each specific audience to entice more

students to participate.
+ Questionnaire: Teachers will prepare students for a poll. Students read the
information, mark, finishing the on-demand content and reporting.
3.2. Demonstration: Adapting activities through while-speaking part
- This research will be indicated in speaking lessons for while -speaking part. This
is an integral part to gain the target of the lesson.
ACTIVITY 1: INTERVIEW

-

SPEAKING OF UNIT 3

Imagine you are a journalist, use the cues given to interview a classmate about
his or her background or that of a person he /she knows well. Change the roles when
you have finished.

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

- T asks students to work in pairs to play
- T gives students the following sheet and ask them to study carefully. Both the teacher
and students get this form and interview
INTERVIEW FORM

Order (Interviewer)

Guide students to answer
(Interviewee)

1.Greeting (use the starting a conversation in Unit Good morning./Hi
2)
……………….
- Hello, I’m ...- Hi, nice to meet you! How do you
do?
2. Date of birth
- What’s your birthday/date of birth?

My birthday/date of birth
is…….

- When were you born?

I was born……….

3. Date of place: - What’s your date of place?

My date of place is …….

- Where were you born?

I was born in……..

- Where do you live?

4. Home address

- I live in….

- Where do you live?

- I am from/I come
from…../I hail from…..

- Where are you from?
- Where do you come from?

- I have lived in…….for
….years

5. Family

- I come from a family of
………./ There are ……./I
do not have any siblings. I
would like to have a……./ I
am the only child. …..

- How many people are there in your family?
- Can you tell me about your parents? (name/age/job)
- How many brothers and sisters do you have?

- They are ……..or my
father is …… He is a(an)
……/he works as a(an)

…/he earns his living as
a(an)….
6. Subjects:

- I study many subjects
such as:….

- What subjects do you study at school?
- What subjects do you like best? Why do you like it?

- Among subjects, I like
…..most/best because…

7. School work/Experience
- What experience do you have at school?

Vu Thi Thanh Nhan

- I like English but I do not
like my English teacher,

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

- How do you work at school?

homework,….

+ How long have you worked as a monitor/a leader
of.........?
8. Thanking: - I think it’s time to stop. Thanks a lot.
- Thank you for giving me time.

Not
at
welcome/…..

all/you’ve

ACTIVITY 2: ROLE PLAY/SIMULATION - SPEAKING OF UNIT 11
One student will go to the front and act the role of Nga, the rest of class will ask
her questions.
Suggested questions:

- Did you have a good excursion to Huong Pagoda ?

- Did you go by bus? - What did you do there? - What happened?
- Students play the role and act out in front of the class.
Model as an example:
Nga’s friend: Last Saturday, I phoned you but you weren’t at home. Your dad said that
you were going on an excursion. Where did you do?
Nga.I went to Huong Pagoda with my class.
Nga’s friend: Really? Was that fun?
Nga.: Not really?
Nga’s friend: Why so?

Nga.: Most of the things we did went wrong
Nga’s friend: Tell me, how did you do there?
Nga.: If we had not gone by coach, we would not have got carsick ………..
SPEAKING OF UNIT 16: One student will go to the board and take the role of the
person who comes from the city which has the historical place. Others students in
class will ask him/ her questions.
Some suggested questions:
Questions

Answers

Greeting

greeting

1. What are you proud of your city?
2. Is it important to people in your city?
3. Location: Where is it located/situated?
4. Construction:

When was it constructed/ built?

In what year did the construction begin? How many floors are there?
What is each floor used for?(the first floor/the second floor)
What interesting things can we find there?

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

5. Visiting hours: What time can we visit it? What time is it open?
What time is it closed?
6. Admission fee: What is the fee for visiting?
7. Rules : Are we allowed to take photos inside?
Is photography allowed inside?
Thanking

thanking

ACTIVITY 3: IMPROVING A DIALOGUE - SPEAKING OF UNIT 2.
In this period of speaking, it’s very difficult to use variety of activities.
Students are provided some topics for practice (the weekend, the weather, the
holiday, The football match, last night’s T.V program, plans for next weekend…)
- Model:

A: Hi. How are you?

B. I’m fine. Thank you. Did you watch football match last night?
A: No, I did not. I had to finish my homework .Is there anything interesting?
B: yes. Ronaldo played very well and scored a goal.
A: Oh, it’s a pity!
B: You can be able to watch the repeated broadcast at 7.00 a.m
A: That’s a good idea. I got to go now. See you later.
B: Bye.

Give sts some expressions such as: nice to meet you, catch you later, see you again/
soon, how is everything at school….. to help sts to use in speaking
ACTIVITY 4: REPORT – PRESENTATION- SPEAKING OF UNIT 5.
After students do all the tasks above, asks them to talk / report about the
information technology.
Example: Information is very useful to our lives nowadays. Information
technology consists of radio, TV, fax machines, air conditioners …We all know that
we can listen to music and learn foreign language on radio. Fax machines help us
to send and receive letters and pictures very quickly. Air conditioners keep the air
cool when it is hot …
Information technology is now developing very fast. Thanks to it, our lives are
better. It allows us to store very large amounts of information, transmit information
quickly and process information as soon as we receive it.
With the development of information technology we can now send messages
from one computer to another; we can hold long distance meetings in which the
participants can see each other on a screen………
Notes: This speaking period is difficult so only good students can learn. For normal
students, they have to prepare the lesson carefully at home and the teacher instructs
the task carefully and clearly.

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

SPEAKING OF UNIT 14
Task 3: Look at the table cutting and talking about The World Cup winners
Time

Year

Host Country

Winner

Score

Runner-up

17

2002

South Korea &
Japan

Brazil

2-0

Germany

18

2006

Germany

Italy*

1-1

France

(5-3)
19

2010

South Africa

Spanish

1-0

Holland

20

2014

Brazil

Germany

1-0

Argentina

Italy won the game 5-3 in a penalty shoot-out
- Remind sts the way to pronounce the scores
0-0: nil-nil; 2-0: two-nil; 1-1: one all; 2–1: two to one; 2–2: two all; 2–3: two to three
…….
Step 1: Students complete the chart
(1)
Korea and (2)
Final (3)
defeated
BRAZIL

(4)
was defeated

(5)

0

(6)

Runner-up

Expected answer: 1. 2002 2. Japan

3. match

4. Germany 5. 2 6. champion

Step 2: Talking about The World Cup winners
The 17th World Cup was held in ................................... ......... ..............
Example: The 17th World Cup was held in 2002 in Korea and Japan.The final
match was between Brazil and Germany. Brazil defeated Germay by 2-0. Brazil was
the champion and Germany was the runner up.
- Students do the rest
ACTIVITY 5: MAPPED DIALOGUE- SPEAKING OF UNIT 8
The students are given a chart which tells them which functions they must use
when they are interacting.
- Teacher shows a poster and ask sts to work in groups of 4

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

What should we have to do

widen the roads

to improve the life in the village?
Cars and lorries can get to the village
farming products to the city

not

cart

heavy

loads

of

Model: A: What should we do to improve the life in the village?
B: I think we should widen the roads.
C: That’s good ideas. If the roads are widened/we widen the roads, cars and
lorries can get to the village.
D: Yes. And if cars and lorries can get to the village, we won’t have to cart
heavy loads of farming products to the city.
- T delivers the cards with the following information and asks sts to make the dialogues
in groups of 4
Card 1: Build a bridge over the canal -> The villagers have a shorter way to
town. -> They can take their farming products to the town and get more money
Card 2: Build a medical centre -> People’s health is looked after -> grow more
cash crops.
Card 3: Build a new school -> The children can have better conditions to study ->
Study better -> Go to higher education -> Help the village grow cash crops -> get more
money
Card 4: Build a football ground -> The young and the old can play sports or do
exercises -> they become healthier to work.
- Have sts discuss in groups.
(Notes: Students use the information in the table above to replace the bold parts and the

teacher reminds the students to use the Conditional Sentence Type 1 and the words
related to giving opinions and responding.)
ACTIVITY 6: DISCUSSION - SPEAKING OF UNIT 10
- In this activity, students work in groups and discuss the advantages and
disadvantages of the zoos of the new kind.
- Teacher gives some advantages and disadvantages of the zoos of the new kind:
Advantages
Animals’ natural instincts can develop

Disadvantages
Cost a lot of money on reconstructing the
animals’ natural environment.

Animals feel free and healthy

Dangerous to the zoo keepers/ the
The animals can be protected from keepers can be injured or killed by the
dangerous diseases in the nature and animals
have better food

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

Enjoy fresh environment

Some
animal can’t
environment and will die

adapt

new

People can visit and observe animals

Animals will be frightened by visitors.

- Students can give more ideas and take turns to talk.
Example: - If the animals live in the zoos of the new kind, they are well taken care of
and can be protected from dangerous diseases in the nature and have better food.
- Animals in the zoos of the new kind may endanger the keepers………….
ACTIVITY 7: RANKING - SPEAKING OF UNIT 9 (Task 1)
- Ask Ss to work in pairs to put the actions in the order of importance and then say
what we should or should not do
+ In your opinion, which action should you do to protect oceans at first?
+ Which action should not you do
- Answers: f-e-c-d-g-a-b-h
- Guide sts how to do
I think the action “….(f)” is the most important because if we learn all about the oceans
we can, we’ll understand their values and try to protect them. The next is…….. The third
is…., The last is……..We should / shouldn’t ……………
ACTIVITY 8: PROBLEM –- SOLVING - SPEAKING OF UNIT 9
- T asks sts to work in groups of 4 and discuss the consequences that might occur

and offer solutions.
- T might give the handouts to help them in discussing.
Threats

Consequences

Solutions

1.beaches filled with plastic bags Polluted water

Place plastic bags in proper
dustbins

2.whales and hunted for food

Extinct/
disappear

Don’t let people sell whale
products

3.Explosives used to catch fish

Polluted water

Be banned

4.Oil spilled from tankers

Polluted water

Punish captain

Model: A: What do you think of beaches are filled with plastic bags, pieces of
glass and cigarette butts
B: Well. I think that this makes the sea polluted and endangers sea plants and
animals
C: And we should clean beaches and tell people not to litter them
D: In my opinion, we also should set up posters at holiday resorts, especially on
the beaches, and have the campaign of "keep our environment clean and beautiful" in

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

schools, that is we should educate children and people about a clean and healthy
environment.
- Students practice the rest in groups
ACTIVITY 9: GAMES - SPEAKING OF UNIT 11: Game: Lucky number
For this speaking period, I myself think that it is difficult for the teacher
rd
and students because students’ grammatical knowledge about the 3 conditional
sentences is not very good. Here are some suggested activities for this one.
The teacher will give students some numbers in which there may be a

present, may be a request, may be an exercise to do, may be a suggestion ……
Example:
1. You are lucky. Your present is a pen.
2. Complete the sentences:
a. If they hadn’t gone by coach, …………………
b. If ………………………, they wouldn’t have got lost.
3. Smile and laugh.
4. You are lucky if you are a girl.
5. Complete the sentence.
If / bring / food / drinks / not / spend / money / expensive restaurant.
6. Sing a song.
ACTIVITY 10: QUESTIONNAIRE

-

SPEAKING OF UNIT 7

The teacher prepares a form for students to compete.

QUESTIONNAIRE
Name : …………………Sex : ………… Class : Age : …………
1. How are the mass media important to our life ?
a. very important

b. not very

c. not at all

2. The mass media are widely used for ………
a. entertaining

b. getting knowledge c. Other purposes

3. What kinds of media do you like best?
a. Television

b. Newspaper

c. the Internet

4. How often do you use the Internet ?
a. once a week

b. twice a week

c. more than twice

The teacher collects the form and reports / students report.
Example: Nam is a boy of 16 years old from class 10A. He thinks that the mass
media is very important to our lives and he also thinks that the mass media are
widely used for entertaining and getting knowledge. He often watches television
more than two hours a day. He also uses the Internet service quite often. He often

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

read sports newspapers because ……………..
4. Applicability:
I have applied this research during many years to teach my students and make
them more interested. After each lesson, I learn from experience and adding
complementary activities, students’ communication ability is significantly increased.
With these activities, we can apply to all pupils. Depending on the content of the
lesson whether it is simple or complex, we ask them to work in groups, pairs or
individuals. Depending on the students’ observation, we have different implications
and requirements.
+ For gifted students, we can guide them to self-practice documents, and of
course the higher requirements, ask them to talk about the content fluently, full of
attention, correct grammar and logic.
+ With the usual students fairly, we suggest some of the main ideas, ask students
to perform, say the full attention and gradually improve.
+ As for weak students suggested a closer, or for its own requirements, its own
vocabulary, they perform some basic operations and then practice, then presented in a
tutorial, hints of teachers ..
5. Achievements:
5.1. Results
Over time application of new solutions, the quality of the class subject is
increasingly high, as evident from the results of student learning English 10, in the
school good students’ test results (several consecutive years) and graduation results in
recent years.
After applying in some classes at some lessons during three years, Teacher
tests students at the speaking periods and get the following results:
Research
Findings

Students’

Before Research

The students have limited
speaking skill vocabulary and they do so
many mistakes in using
grammar.
They
also
pronounce
the
words
incorrectly and speak with a
lot of pauses.

Vu Thi Thanh Nhan

After Research
The students have large number of
vocabularies. The students speak
confidently. They are able to speak
in the correct grammar and
pronunciation. They also speak
with less of pauses.

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

The
achievement
of students
test score

The
Classroom
Atmosphere

The achievement of
speaking test is low.

The achievement of speaking test
is improved.

From accuracy test:

From accuracy test:

+The students who get score
2 in pre-test: 15 students

+ The students who get score 2 in
final post- test: 3 students.

+The students who get score

3 in pre-test: 4 students

+ The students who get score 3 in
final post- test: 15 students.

+The students who get score
4 in pre-test: 6 students

+ There are 16 students who get
score 4 in final post-test

+There is no student who
get score 5 in pre-test

+ There are 10 students who get
score 5 in final post-test

- The students feel bored
with the teaching and
learning process

- The students are interested in
joining speaking class when the
teacher applied dialogue activities
technique.

- The students are passive
during teaching and learning
process

- The students are more active and
want to be participated actively in
The
students
feel every speaking activity.
unconfident and shy to speak - The students are more confident
English
to speak up in front of their friend
and do not feel ashamed to speak
up anymore.
The
improvement
of students’
activity.

- Students always do a
monotonous activity in each
meeting, for example doing
exercise provided, practicing
speaking by using note.

- Students do
various in each
meeting. For example speaking by
asking and answering questions
orally through role-play, group
discussion, and interview.

Simultaneously, with the design of English Speaking activities given the details
of the textbook English 10, teachers can design similar activities to teach skills such as:

Reading, Writing ... to improve communication skills.
Moreover, these activities are relatively easy to apply and inexpensive
economy, students can manipulate on A4 paper or in notebooks.
5.2. Meaning of themes for teaching and learning Speaking
This topic gives our teachers more visibility into teaching English in a more
effective way. Teachers can choose to adapt them to suit their abilities. Therefore,
students will feel more excited and the quality of lessons will be improved.
In addition, the students no longer hesitate as much as before, many of them are
able to communicate with each other without being shy and especially the low students
are also more interested in speaking English because they have getting more and more
familiar with the new method.

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

PART C. Conclusion
1. Recommendations
After analyzing all activities carried out while teaching oral language in the class
and the results of pupils’ progress, various recommendations should be given as
follow:
* For the teachers:
- Provide maximum opportunity to students to speak the target language by
providing a rich environment that contains collaborative work, authentic materials and

tasks, and shared knowledge.
- Try to involve each student in every speaking activity; for this aim, practice
different ways of student participation.
- Reduce teacher speaking time in class while increasing student speaking time.
Step back and observe students.
- Indicate positive signs when commenting on a student's response.
- Ask eliciting questions such as "What do you mean? How did you reach that
conclusion?" in order to prompt students to speak more.
- Provide written feedback like "Your presentation was really great. It was a good
job. I really appreciated your efforts in preparing the materials and efficient use of your
voice…"
- Do not correct students' pronunciation mistakes very often while they are
speaking. Correction should not distract student from his or her speech.
- Involve speaking activities not only in class but also out of class; contact parents
and other people who can help.
- Circulate around classroom to ensure that students are on the right track and see
whether they need your help while they work in groups or pairs.
- Provide the vocabulary beforehand that students need in speaking activities.
- Diagnose problems faced by students who have difficulty in expressing
themselves in the target language and provide more opportunities to practice the
spoken language.
* For the school:
- Create conditions for teachers to participate in study and improve their skills,
Create conditions for students to participate in extracurricular activities, competitions
organized by teachers. And at last the schools should organize English-speaking
competitions on the subject of study, at least once a year in order to stimulate students'
learning English more.
* For the Department of Education and Training:
- Have a plan for professional training for teachers more often with a view to
helping teachers gain level 5 (C1)

- Provide more reference material, visual aids for the subject.

Vu Thi Thanh Nhan

Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

- Organize seminars and workshops to help teachers learn from each other and
improve their teaching quality.
2. Conclusion:
Teaching speaking is a very important part of second language learning. The
ability to communicate in a second language clearly and efficiently contributes to the
success of the learner in school and success later in every phase of life. Therefore, it is
essential that language teachers pay great attention to teaching speaking. Rather than
leading students to pure memorization, providing a rich environment where meaningful
communication takes place is desired. With this aim, various while - speaking activities
such as those listed above 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.
In summary, the design of adapting activities in addition to the form of teaching
assignments in textbooks, reference books are essential in order to develop students'
thinking, promote positive, proactive, and be confident in communication and meet the
requirements of the examination in the following years.
I hope that this study would be of some value to both teachers and students in

their language teaching and learning process. Especially, I am looking forward to my
colleagues reading and contributing comments so that this subject can become an
innovation in teaching and learning speaking skill.
Sincerely thank you!
CONFIRMATION OF HEAD master

Bim Son , May 20 th, 2018
Statement of authorship
I hereby acknowledge that this study
is mine, The date and findings discussed
in the thesis are true, used with permission
from associates and have not been published
elsewhere.
Author
Vu Thi Thanh Nhan

TABLE OF CONTENTS
PART A: INTRODUCTION
I. The reasons for choosing the research
II. The objectives of the study
III. Scope of the study
IV. Measures carried out
PART B: CONTENT
I. Theoretical basis:

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.
1. Material Adaptation
1.2 . Definition of Adapting
1.2. Reasons for adapting textbook
1.3 .Types of textbook adaptation
2. An overview on the teaching of speaking
2.1. Principles for Teaching Speaking
2.2. Give students practice with both fluency and accuracy
2.3. Use group work or pair work
3. Challenges in the English Speaking Classroom and the solutions
3.1. Students do not want to talk or say anything
3.2. Students keep using their own language.
3.3. It is difficult to handle students in large classroom.
3.4. Students are not discipline in classroom.
3.5. The materials do not fulfill the need of students
3. 6. Students have low motivation to learn English
4. How to encourage students to speak
4.1. Encourage students interact
4.2. Make speaking activities communicative
4.3. Plan speaking activities carefully
4.4. Speak, speak and speak
II. Practical basic
1. Rationale
2. Current status of teaching and learning English at Bim Son upper secondary school.
Description of the solution of the subject

3.

3.1. Notes the new features for adapting
3.2. Demonstration: Adapting activities through while-speaking part
4. Applicability:
5. Achievements:
5.1. Results:
5.2. Meaning of themes for teaching and learning Speaking
PART C. Conclusion
1. Recommendations
2. Conclusion

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

REFERENCE
1. "The fundamental problem of communication methods" (The article by Mr Tran
Van)
2. The textbook English10.
3. Some materials through the observation exchanging experiences with colleagues.
4. Practical handbook of language teaching (David Cross)
5. A course in language teaching - Practical and Theory (Penny Ur) Cambrige
university press
6. Giáo trình giáo học pháp (Tổ ngoại ngữ – Trường đại học Ngoại ngữ Huế)

7. Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung)

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Bim Son upper secondary school

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Applying some techniques to teach speaking skill through adapting activities for while
-speaking part in English 10 at Bim Son upper secondary school.

8. Thiết kế bài giảng Tiếng anh 10 (Chu Quang Bình) – Nhà xuất bản Hà Nội
9. Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a
Second Language. University of Nevada. The Internet TESL Journal, Vol. XII, No.11,
November 2006 ( being accessed on May 20th, 2009). Print
10. TEACHING SPEAKING OF ENGLISH AS A FOREIGN LANGUAGE:
PROBLEMS AND SOLUTIONS. Emma Rosana Febriyanti Dosen Pendidikan Bahasa
Inggris, FKIP Universitas Lambung Mangkurat Jl. Brigjend H. Hasan Basry Kotak Pos
87.
11. IMPROVING STUDENTS’ SPEAKING SKILL THROUG DIALOGUE (An
Action Research Conducted at the Tenth Year Students of SMA N 1 Teras, Boyolali
of the Academic Year 2010/2011) –Website: />12. Carrier, M. 1990. Games & Activities for the Language Learners. Cambridge:
Cambridge University Press.
13. Madsen, K.1978. Adaptation in Language Learning. Carlifornia: Mayfield
Publishing Company.
14. ACTIVITIES TO PROMOTE SPEAKING IN A SECOND LANGUAGE
Fazildinova Sevara Nematovna assistant Jizakh Polytechnical Institute, Jizakh
(Uzbekistan). />15.

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Bim Son upper secondary school

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