Communicative language teaching (CLT) for the 10th form students at sam son high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT SẦM SƠN

á

SÁNG KIẾN KINH NGHIỆM

“ COMMUNICATIVE LANGUAGE TEACHING FOR THE
10th FORM STUDENTS AT SAM SON HIGH SCHOOL”

Người thực hiện: Lê Quang Nguyên
Chức vụ: Giáo viên
SKKN thuộc lĩnh vực: Tiếng anh

THANH HÓA NĂM 2019

0


CONTENTS
Page
I. INTRODUCTION
2
1. Reason for choosing the study......................................................................2
2. Aims of the study..........................................................................................2
3. Scope of the study.........................................................................................3
4. Methods of the study..................................................................................... 3
II. CONTENT
4
1. The theoretical basis......................................................................................4

1.1. Speaking skill and its importance .............................................................4
1.2. Overview of communicative language teaching........................................4
2. The reality of the study.................................................................................5
2.1. The reality..................................................................................................5
2.2. The results in researching the reality.........................................................5
3. Methodology.................................................................................................6
3.1. Types of techniques used in teaching communication ..............................6
3.1.1. Sorting, ordering or arranging communicative language teaching.........6
3.1.2. Conversation talking zone.......................................................................6
3.1.3. Word routes ............................................................................................7
3.1.4. Daily activities in speaking..................................................................... 7
3.1.5. Information gap.......................................................................................7
3.1.6. Word ping pong...................................................................................... 7
3.1.7. Puzzle solving........................................................................................ 7
3.1.8. Video analysis.........................................................................................8
3.1.9. Role play................................................................................................ 8
3.2. Sample techniques used in teaching speaking........................................... 8
3.2.1 The textbook .......................................................................................... 8
3.2.2. Sample techniques used in teaching speaking ..................................... 8
4. Result........................................................................................................... 19
III. CONCLUSION AND RECOMMENDATIONS.................................. 19
1. Conclusion.................................................................................................... 20
2. Recommendations......................................................................................... 20
IV. REFERENCES. ....................................................................................... 22

1


I.
INTRODUCTION

1. Reasons for choosing the study
Communicative Language Teaching (CLT) is considered to be the most recent
and successful approach to language teaching in general and English teaching in
particular. Being a teacher of English for a while, I have good opportunities to
expose to CLT and implement it in some of my English classes taught at my school.
With the development and globalization of the world today, English is considered
as an important part as a means of international communication than ever.
Therefore, in some recent years, the goal of teaching English has changed a lot,
teacher has switched from grammatical teaching to communicative teaching to
promote oral skills in order to respond to the students’ needs for effective
communication.
However, for some objective and subjective reasons, teaching and learning
English in general and teaching and learning speaking in particular does not come
up to the study aims. Despite many teachers’ efforts to supply students with
opportunities to develop their communicative skills, students didn’t pay much
attention to the lesson. Due to some exam reasons that affect to students in some
cases. How to teach and learn speaking effectively is still a challenging question to
both teachers and students at many high schools in Vietnam, and how to overcome
this is still a big matter. In most English class, teachers are mainly concern with
teaching the points in the exams that need cope with and find necessary to
encourage students’ participation. That’s the reason causing the students’ tiredness
and boredom. Most of students are sitting quietly and listening rather than acting.
As a result, they just develop their ability on grammar task rather than the
communicative one. In addition, in language learning, learners have to master four
skills in which speaking is the most essential one for the aim at communication.
Hence, a big problem here is how to develop students’ speaking ability is not an
easy work. Therefore, it is a necessity to find out some problems of that 10th form
students are facing with speaking classes and give some useful suggestions to help
students more succeed in speaking English.
All the above-mentioned reasons and factors have inspired me to conduct a

research titled “Communicative Language Teaching (CLT) for the 10th form
students at Sam Son high school”
2. Aims of the study
The study is aimed at:
 Investigating the situation of teaching and learning speaking to the 10 th form
students at Sam Son high school
 Investigating the effectiveness of using techniques in teaching speaking to
the 10th form students at Sam Son high school

2


 Providing some suggestions and implications for the improvement of
speaking teaching at Sam Son high school by using new ways in addition to
other techniques
3. Scope of the study
The study focuses specifically on using communicative language skills in
teaching speaking to the 10th form students at Sam Son high school. So the study
limits itself to the teaching and learning speaking only, and the subjects of the study
are 424 students from ten classes studying “Tieng Anh 10” textbook at Sam Son
high school.
4. Methods of the study
In the process of carrying out this study, I have combined methods such as:
 Surveying and constructing the theoretical basis of communicative skill
 Investigating and inquiring the reality, collecting data of teaching
speaking to the 10th students at Sam Son high school.
 Statistical method and processing data from pre-task survey questionnaire
and post- task survey questionnaire.
 Surveying and constructing the theoretical basis of speaking skill and
language ways.

 Investigating and inquiring the reality, collecting data of teaching
speaking to the 10th students at Sam Son high school.
 Statistical method and processing data from pre-task survey questionnaire
and post- task survey questionnaire.

3


II. CONTENT
1. The theoretical basis
1.1. Communicative (speaking) skill and its importance
1.1.1. The definition of communication
Communication is an interactive process of constructing meaning that
involves producing and receiving, and processing information that gains the one
purpose. Its form and meaning are dependent on the context in which it occurs,
including the participants themselves, their collective experiences, the physical
environment and the purpose for communication.[1]
1.1.2. The importance of communicative skill among four language skills
Communication is one of the features that help us interact information, ideas,
and thoughts with other people. It is a thing that distinguished us from most if not
all, animals because it is the common way to convey ideas from one person to
another through language.
Of all the four skills, communication is the most important skill. However, it
is not until I have read the essay titled “Implementation of communicative language
teaching in Vietnam” written by Ngo Duy Phuc, I could have a complete picture of
this teaching approach.[2]
1.2. Overview of communicative language teaching
1.2.1. The definition of communicative language teaching
Communicative language teaching is a system of manipulating spoken words
to render them incomprehensible to the untrained ear. Communicative language

teaching is used primarily by groups attempting to conceal their conversations from
others.
Communicative language teaching means an approach to language teaching
that emphasizes interaction as both the means and the ultimate goal of study. It
helps learners to improve different aspects such as intellectual ability, patience,
then it helps to develop language skills.
1.2.2. Roles of communicative language teaching in teaching and learning
 According to Savignon (1971), Communicative Language Teaching
(CLT) theory heavily relies upon proper educational setting, which requires a
reasonable arrangements of several variables – experience and knowledge of
teachers, students’ needs and attitudes, and classroom. In other words, the
classroom in CLT is considered as a social context for communicative language to
perform and the teacher and students are key players, thus the role of teachers and
players is a crucial for Communicative Language Teaching performance.
 It is very interesting that opening the essay, Savingnon, cited, but
disagreed with findings by a scholar and assumptions by many teachers of English
held that “Learners are passive” and “it is hard to implement CLT in the context”.
He argued that learners are “active” and “independent”, so they can become more

4


active and successful learners provided that they were familiarized with CLT. I
strongly agree with him at this point. Many students attended my classes come
from different groups who have never exposed to CLT beforehand. They were shy,
passive and had a great number of difficulties in learning at the beginning, but after
a short period of time when they started to get familiar with my lessons which are
taught communicatively, they quickly become confident and active. Therefore,
although difficulties are obvious, implementation of CLT in the context is
absolutely possible[6]

1.2.3 Classroom language
When starting teaching, teachers should draw students the rules and
encourage students how to speak fluency without hesitance. It is one of the key
factors that lead to students’ success in speaking.
1.2.4. Classroom management
Instead of using the traditional ways, teacher may use other advancing ways
in teaching. Teacher may encourage students to speak only English, don’t use
native language, students may speak in pairs or in groups
2. The reality of the study
2. 1. The reality
There are totally 424 students at Sam Son high school in tenth classes from
10A1 to 10A10. The majority of high school students here enjoy education
program in which English is a compulsory subject since they were at primary
school. This means by the time they go to high school, they have at least 5 or more
years experience in English. The level of English for the 10th grade students is
targeted at pre-intermediate level through a few actually reaches the standard. As
their primary years were spent with the old text books and the grammar translation
method, most students are, to some extent, good at grammar, but bad at listening
and speaking the target language. They can do written exercises on English
grammar accurately but they can hardly communicate in English. Moreover,
students at Sam Son high school would prefer to pay much attention to
Mathematics, Physics, and Chemist rather than English. As a result, they either
keep silence all the time or less participates in the speaking activities. Furthermore,
students at Sam Son high school have a worse learning ability than those from
many other schools, which is justified by passing the entrance test with the low
marks required for admission of the school.
2.2. The results in researching the reality
I set the objectives of 85 students for my research. Most of students are active
in real-life, but they seem to be less active in their classes. Initially, I found that
most of my students had little interest in lessons with speaking because they are

afraid and lazy to speak; their motivation of speaking English is very limited. Then
they have a lack of vocabulary. The survey questionnaires are conducted for 85

5


students in nine classes (10A4, 10A8) I taught in my teaching practice time to
investigate their interest in learning English. As a result, they did not achieve the
outcome that they were expected as follows:
Table 1: Data collected from pre-task survey questionnaire.
Variables
A
B
C
D
Scales
N
%
N % N % N %
Questions
1. Students’ attitude toward English
21.
10.
21.
45 47.3 20
10
20
learning
1
5

1
2. The importance of speaking skill
42.
10.
15.
30 31.6 40
10
15
among four basic language skills
1
5
8
3. Students’ willingness to speak
31.
10.
55 57.9 30
10
English
6
5
4. Students’ opinion about
42.
10.
45 47.4 40
10
0
0
communicative language teaching
1
5

5. Students’ participation in speaking
23.
10.
63 66.3 22
0
0 10
class
2
5
6. Reasons for effect of language
42.
49.
8 8.4 40
47
0
0
speaking skill
1
5
3. Methodology
3.1. Types of techniques used in teaching communication
In order to fulfill the aims of this study and come up with the answers to the
research questions mentioned above, the following techniques are employed to
carry out the study.
3.1.1 Sorting, ordering or arranging communicative language teaching:
For example, students have a set of cards with different products of them,
and they sort the cards into products found at a grocery store and products found at
a department store.
3.1.2. Conversation talking zone:
This activity blends ideas related to information gap and read and look up

activities as well as to personal space and physical movement. It allows students to
converse with a large number of classmates and to have time to remember, rehearse
privately, reflect on, and make decisions about what they will say and hear. It
requires student to share, collect and understand information by speaking and
listening and then record the information in writing. The students can discuss just
about anything you think they are capable of discussing without having it in writing
at the moment they are speaking. In this way teacher wants students to practice low
pressure conversation, develop fluency, friendship, memory and cooperation.[7]
3.1.3. Word routes:

6


This activity can make students feel more relaxed about expressing their
opinions among their own peer groups. It generates a lot of talking as students are
free to express whatever ideas they have known about the topic. It allows freedom
and flexibility to students develop confidence in their speaking and fluency skills as
they examine the twists and turns that different conversations can take on the same
subject.[3]
3.1.4. Daily activities in speaking:
In this activity, students give a detailed description of a process selected from
common daily activities. The purpose of the detailed account is to encourage the
students to use thematically related vocabulary and consider the stages involved in
carrying out the process described. The activity also brings everyday life into the
classroom, thereby making the lesson more entertaining. The timely provision of a
list of appropriate words and phrases motivates the students to enlarge their present
words.[3]
3.1.5. Information gap:
These are form of matching, in that participants match labels and pictures[9]
3.1.6. Word ping pong:

In this activity, students focus on the pronunciation of sounds within words.
Students have to produce words beginning with the last sound of a preceding word.
The analogy is with playing the game of ping pong, only instead of hitting a ball to
each other, the students are “serving” and “ returning” words.
e.g. S1
carpet
S2
timetable
S1
energy
S2
yellow .....
A student loses the game if he cannot think of a return word within 5 seconds or if
the returning words begins with the wrong sound.[3]
3.1.7. Puzzle solving:
The terms role play, drama and simulation are sometimes used
interchangeably but can be differentiated. Role play can involve students playing
roles that they do not play in real life, such as dentists, while simulations can
involve students performing roles that they already play in real life or might be
likely to play, such as a customer at a restaurant. Dramas are normally scripted
performances, whereas in role plays and simulations, students come up with their
own words, although preparation is often useful.[9]
3.1.8. Video analysis.
Video analysis involves students in performing different tasks. They focus on
presentations and dialogues, observing themselves, and reflecting on their
communication skills and learning process through class discussion and dialogue
journal writing. This self-observation technique allows students to take on the dual

7

role of both the observer and the observed. Video analysis enhances student
involvement with error correction, document progress, and increases awareness of
identity in the target language. Self-observation has a positive impact on students’
decision making and promotes students initiative, self-confidence, growth, and
change. Increased self awareness enhances communication skills, self-assessment,
self-expression, critical thinking, and cross-cultural understanding.[3]
3.1.9. Role play
The terms role play, drama and simulation are sometimes used
interchangeably but can be differentiated. Role play can involve students playing
roles that they do not play in real life, such as dentists, while simulations can
involve students performing roles that they already play in real life or might be
likely to play, such as a customer at a restaurant. Dramas are normally scripted
performances, whereas in role plays and simulations, students come up with their
own words, although preparation is often useful.[9]
3.2. Sample techniques used in teaching speaking
3.2.1. The textbook
“Tieng Anh 10” textbook consists of sixteen units for two terms. Each unit
focuses on four different skills: reading, speaking, writing, and listening as well as
supply language elements such as: pronunciation, grammar and vocabulary.
Speaking lesson is the second one in each unit introduced just after reading
lesson. Therefore speaking lessons are under the tendency theme-based and taskbased approaches. In general, the textbook provides students with a variety of
topics and speaking activities with the aim at helping students improve their
speaking skill. To be more specific, some of these topics are of students’ interest
such as talking about one’s daily activities (Unit 1) or talking about modern
technology (Unit 5), or talking about different type of media (Unit 7) etc… Beside
that, there are some speaking topics that are unfamiliar and far from students’
background as talking about, talking about new kind of zoos (Unit 10) or talking
about the world cup. Therefore, an effective technique should be exploited to
motivate students in these speaking lessons.[4]

3.2.2. Sample techniques used in communicative language teaching
3.2.2.1. Warm-ups[5]
A warm up activity is often a short and fun technique which the teacher can use
with his students. So warm up activity is prepared significantly and it is to prepare
them to learn by stimulating their minds. Warm ups should last about five minutes.
 Unit 3: PEOPLE’S BACKGROUND
Type of technique: Word routes Classroom management: Group work
Resources: list of interesting topics(from Uncle Ho to Nguyen Trai)
Time: 3-5 minutes
Procedure:

8


The teacher divides the class into groups of five or six students. Have students
choose one member of the group to take notes. Give all the groups the same topic
for free discussion. (This means students are free to discuss the topic and to
develop and carry on their conversation within the time limits of the activities).
While students are discussing the topic, have the note-taker keep track of the
progression or “word route” of the conversation. At the end of the time period (35minutes), check the groups’ progress and have the note-taker of each group
present the word route they have recorded. Compare the different groups’
development of their conversations as a whole-class activity.[4]
Samples:
SA: Where and when was Nguyen Trai born?
SB: He was born in 1380 in Ha Dong, Ha Noi
SC: Tell me something about him you know
SD: He was a mandarin in “Ho dynasty”
SE: He took part in the campaign “risen up in arms at Lam Son”
...............
Teacher controls the group discussing and ask Ss to display in the class, then call

other groups to compare.
Task 2: Let students imagine they are journalists and interview each other in groups
- Ask one group to do the task as a model
Ss: Work in groups with some cues given below
(Greeting, date of birth, home, parents…)
SA: Hi! When were you born?
SB: I was born on August 18th 1991
SC: Where do you live?
SD: I live in TB city
....
- Go around listening to some groups and help them if needed
- Let some groups play in role as journalists and other answer the questions
- Ask some pairs to stand in front of the class and practise speaking
Other groups go on practising speaking
- Practise interviewing as a dialogue
A: Hello! I’m Huong
B: Hello! I’m Lan. Nice to meet you.
A: Could you tell me something about yourself and your parents?
B: Oh, yes! Please
- Others listen and write down some information they get
- Work in groups
A: Can you tell me something about Nam?
B: Yes, please

9


A: Where is he from?
B: He’s from TB city
A: What does he do?

B: He’s a student.
A: What does he like doing?
B: He likes playing football
Task 3: Give some information about Mark Twain:
1. He/ born/ Missouri/ 1835
2. He/ adopt/ pen name/ “Mark Twain”
3. He/ write/ his famous novels/ “Tom sawyer, Huckleberry”…
4. He/ died/ 1910
- Listen to each group and correct or give mark if they do it well
Ss work and discuss in groups and one of this group asks and one of other answers
A: Where was he born?
B: He was born in Missouri in 1835
A: Which name did he adopt?
B: It was “Mark Twain”
A: When did he die?
B: He died in 1910- Listen and write down in their notebooks
 UNIT 8: THE STORY OF MY VILLAGE
Type of technique: Daily activities in speaking
Material: Handouts
Class management: Pair works
Time: 5 minutes
Choose the topic that is performed in stages and that is familiar to the students. For
example, constructing a hospital is a familiar activity performed through certain
stages (first you build up monetary, then....). You may select a topic or have
students give their ideas. Several topics can be selected in advance and written on
slips of paper that students then draw from a hat, piece of paper, or school bag. For
this particular topic, give the following sample sentences.
- I save up my money
- I design the form of the house
- I buy necessary things

- .....
Have students tell the procedures in chronological order, either in pairs, in small
groups, or in front of the class. Draw students attention to the necessity of detail in
the construction. Add a list of possible words or phrases concerning the topic. For
example, the following infinitive phrases might all be used in constructing
- To save up money
- To design the form of the house

10


- To buy things
- To load materials ....
Give the students the list of words that should be included in the stories after they
finish. The students can easily see the useful words and phrases that may have been
missing from their own accounts. This list is useful for enriching vocabulary
(particularly common words) and practicing grammar items (e.g. conjunction)[4]
Handouts:
Plans
Possible results
widen the road
Children have better learning conditions
and resurface the Cars and lorries can get to the village
 Raise
roads
Build a medical center
Villagers have a shorter ways to city
Build a football ground
Peoples’ health is looked after
Grow cash crops

Young people can play sports
Build a bridge over the People can export the crops and have more
canal
money
Build a new school
Roads will not be muddy and flooded after it
rains, and people get round more easily
Task 2. The villagers are discussing their plans. Read and practise the
conversation in pairs.
SB: That's a good idea. If the roads are widened, cars and lorries can get to our
village.
SA: Yes. And if lorries can get to the village, we won't have to cart heavy loads of
farming products to the city.
SB: And we should also resurface and raise the roads.
SA: Yes. If we resurface and raise the roads, they won't be flooded and muddy
when it rains.
SB: And the villagers will be able to get around more easily, too.

 Unit 13: FILMS AND CINEMA
Type of games: Sorting, arranging games Class management: Pairs work
Material: film posters and handout
Time: 5 minutes
Procedure:
The teacher asks students to work in pairs. Teacher sticks the following posters on
the blackboard or alternatively print these posters and distribute them to students
Teacher then gives the handout to the pairs and asks students to match the film with
the correct types[4]
Film posters

11

Handout
Type
Film
Science fiction film
Cartoon
Horror film
Detective film
Thriller
Romantic comedy
War film
Action film
SA: I like science fiction films very much.
SB: I don't like cartoons very much.
SC: I don't like horror films at all.
Task 2: Find out what your friends feel about each kind of films.
- Give Ss some new words:
+ violent (adj): bạo lực
+ horrifying (adj) làm khiếp sợ
+ moving (adj): cảm động

12


+ find + O + Adj
- Ask Ss to read the new words orally and individually
- Introduce Ss some expressions of agreement and disagreement.
+ Agreement:
+ Disagreement:

I agree
I don't think so.
Yes, exactly
Yes, but ...........
Right / Sure !
I don't quite agree with you.
- Ask some Ss to read the model conversation in the textbook.
- Divide the class into small groups of 3 and ask Ss to find out what the others of
their group feel about the given types of films.
SA: What do you think of detective films?
SB: Oh, I find them exciting.
SC: I think so. I think they are good fun
3.2.2.2. Pre-speaking stage[5]
This stage is carried out after warm up activity and before while-speaking stage.
The pre-speaking stage is a process that prepares for students with everything
necessary for speaking and creates the students’ confidence during speaking. This
stage also supplies the opportunity for students to fulfill and organize for speaking.
This stage lasts from five to fifteen minutes.
 Unit 9: UNDERSEA WORLD
Type of technique: Conversation talking zone
Class management:
Whole class
Material: pictures
Time: 7 minutes
Procedure:

13


The teacher prepares a set of pictures of sea problems. (See the pictures above).

Then the teacher gives out one by one and asks students to tell what it is about. The
students raise their hands to describe the pictures and the teacher will write these
ideas on the board. Then the teacher states that they are some threats to the health
of the oceans. They are: using fishing net (picture 1); people place rubbish into

14


water/ beaches (picture 2); explosives are used to catch fish and other sea animals
(picture 3); use pesticides (picture 4). The teacher requires students to discuss the
consequences that might occur and offer some possible solutions to these problems.
Samples:
What do you think of
How do you feel about
+ V- ing
What’s your opinion of
Well, I think...
In my opinion we should.....

Task2: - Give Ss some suggestions:
Threats, Consequences, Solutions
1. Beaches are filled with plastic bags.
- polluted water
- place plastic bags in proper dustbins
2.Whales are hunted for food.
- extinct/ disappear
- not hunt or sell whale products
3.Explosives are used to catch fish.
- a lot of fish died
- be banned.

4. Oil is filled from tanks
- polluted water
-clean the sea water/punish captain.
- Go around to help Ss if necessary.
3.2.2.3. While-speaking stage

15


This stage is the main part of a speaking lesson in which students use language
input provided in pre-speaking stage to express personal feelings, ideas, or
viewpoints, to converse and discuss or to describe one event, to tell a story, etc…
Time spent on this stage is nearly twenty to thirty minutes.[4]
 Unit 1: A DAY IN THE LIFE OF
Type of technique: Role-play
Class management: Group work
Material: handouts
Time: 7-10 minutes
Procedure:
The teacher asks students to use Quan’s time table to tell about his schedule at
school from Monday to Saturday. One plays the role of Quan and the others play
the role of interviewer ask and answer about the schedule. The students can change
their roles and make another interview. How many lessons does he have? What
time does he have lesson on Monday to Saturday?....
Then the teacher asks some students to report what they have gained from the
interview.[4]
Sample.
- Introduces the situation by asking some questions.
SA. What time do you have literature on Monday?
SB: I have literature at 7.15 on Monday

SA : What lesson do you have at 7.15 on Tuesday?
SB: I have Maths
- Says : That is your timetable. What about Quan/s time table?
INTERVIEW FORM

1.
2.
3.
4.
5.
6.
7.
8.

What time does Quan have a Civic Education on Monday? ____________
What lesson does Quan have at 7.15 on Monday? ____________
What time does Quan have an Information Technology on Monday? ____________
What lesson does Quan have at 8.05 on Monday? ____________
What time does Quan have a Maths on Monday? ____________
What lesson does Quan have at 8.55 on Monday? ____________
What time does Quan have a Chemist on Tuesday? ____________
What lesson does Quan have at 9.55 on Monday? ____________

 UNIT 12: MUSIC
Type of technique: Information gap
Classroom management: Group work
Material: Handouts
Time: Ten minutes
Procedure:
Teacher provides handouts to students and asks them to find out the kind of

music in the handouts. Next, teacher calls two students to go on the board and write

16


down their answers and check. Teacher asks students to discuss what kind of music
do you like to listen?[4]
Handout:
C
O
M
P
U
T
E
R
G
Y
U
F
G

N

S

O

L

K

J

M

W

S

H

O

A

T

Y

P

F

J

E

L

R

O

N

L

C

L

A

S

S

I

C

A

L

P

F

K

W

E

U

N

R

H

P

X

T

N

B

V

M

B

I

J

A

Z

Z

G

R

M

E

I

T

P

O

B

P

K

D

Q

F

G

X

S

P

R

L

R

K

R

P

I

P

J

H

I

C

Z

W

O

A

Y

R

T

N

U

O

C

Q

E

X

C

I

S

Z

J

W

Z

B

N

N

O

M

K

N

A

G

I

Z

E

S

F

A

S

B

F

G

T

I

S

K

O

O

B

Task 1: Answering questions based on the reading text.
- Introduce the situation: You are going to read what Ha Anh says about music.
- Give Ss some new words:
+ keep sb happy: make sb happy
+ cheer sb up: make sb happier/more cheerful
SA. She likes pop music.
SB. Because it keeps her happy.
SC. The Backstreet Boys.
SD. She listens to music all the time
Task 2: Asking and answering about music taste.
+ What kind of music do you like?
+ Why do you like it?
+ Who is your favorite singer/ musician?
+ What is your favorite song/piece of music?
+ When do you listen to music?
 UNIT 9: UNDERSEA WORLD

Type of game: Video analysis
Classroom management: Group work

17


Material: Handouts
Time: Twenty minutes
Procedure:
Teacher shows the video to students to see about the problems in the video
and ask students to use the information to find the solution for that. Teacher divides
class into 6 groups (2 desks turn back to each other), and provides handouts to each
group. Students read the situation in the handouts carefully. Then, teacher has to
decide which groups will cover the causes, the effects and the possible solutions of
that situation. After discussing, teacher calls some groups to stand up and share
their ideas.[4]
Situation:
You are on the ship to travel around the Pacific. Suddenly, you see some
whales died, some is not well. Also, you see many herbicides and
pesticides bottles are floating on the water. What do you think about the
reasons, the effects and how to rescue the other whales?
Sample: Teacher asks Ss to work in groups.
SA: Why do whales die?
SB: Due to people’s awareness
SC: Because of natural disaster
SD: Because the oil tank meet the accident ......
3.2.2.4. Post-speaking stage[5]
This is the last step and the important part in speak lesson so students need pay
much more in this step to give production. Students reflects their ideas through this
stage. Post-speaking stage often lasts ten to fifteen minutes.

 Unit 14: THE WORLD CUP
Type of games: Story telling
Class management: Group work
Time: 10 minutes
Procedure:
The teacher divides the class into groups of eight students (two rows of tables). The
teacher asks students to work in groups to tell about the world cup winner. The
story may begin with the suggestion from the book. After the last student in each
group finishes the story, all groups are asked to tell their product in front of the
class.[4]
For example:
The teacher can begin: The first world cup was held in Uruguay
in 1930...
Student A may begin with the second world cup
Student B may begin with the third world cup
Student C may begin with the fourth world cup and so on
Q1. How many times has Italy won the trophy up to World Cup 2006?
Q2. Who was the captain of the French national football team in World Cup 2006?
Q3. What was the score of the World Cup 2006 final?

18


Q4. Which team was the runner-up in the World Cup 2006?
Q5. Who was the head coach of the German team in World Cup 2006?
Q6. What nationality was the top scorer in World Cup 2006?
Q7. Who was the captain of the English national football team in World Cup 2006?
Q8. Who beat England in the World Cup 2006 quarter final?
Task 2:
- Ask Ss to read the information about 17 World Cup tournaments in the table.

Times Year
Host country
Winner
Score
Runner-up
4-2
1
1930
Uruguay
Uruguay
Argentina
2-1
2
1934
Italy
Italy
Czechoslovakia
4-2
3
1938
France
Italy
Hungary
2-1
4
1950
Brazil
Uruguay
Brazil
3-2

5
1954
Switzerland
West Germany
Hungary
5-2
6
1958
Sweden
Brazil
Sweden
3-1
7
1962
Chile
Brazil
Czechoslovakia
4-2
8
1966
England
England
West Germany
4-1
9
1970
Mexico
Brazil
Italy
2-1

10
1974
West Germany
West Germany
Netherlands
3-1
11
1978
Argentina
Argentina
Netherlands
3-1
12
1982
Spain
Italy
West Germany
3-2
13
1986
Mexico
Argentina
West Germany
1-0
14
1990
Italy
West Germany
Argentina
0-0

15
1994
The USA
Brazil*
Italy
3-0
16
1998
France
France
Brazil
2-0
17
2002 South Korea & Japan
Brazil
Germany
* Brazil won the game 3-2 in a penalty shoot-out.
S1: Where was the second World Cup held?
S2: It was held in Italy.
S3: Which teams played in the final match?
S4: Italy and Czechoslovakia
4. RESULTS AFTER APPLYING THE RESEARCH IN TEACHING
Table 2: Data collected from post- task survey questionnaire
Variable
A
B
C
D
Scale
Question

1. Students’ attitudes towards
communicative language teaching

19

N

%

N

%

N

%

N

%

6
0

63.
2

2
2

23.
2

8

8.4

5

5.2


2. Students’ participation in CLT
3. Students’ feelings after applying CLT
4. Students’ participation in speaking
lessons
5. Students’ evaluation on the use of
CLT
6. The effectiveness of the use of CLT
7. Reasons for ineffectiveness (openended question)
8. Students’ expectations of using CLT

7
5
8
0
7
1

79

84.
2
74.
8

1
0
1
2
1
2

10.
5
12.
6
12.
6

1
0
3

10.
5
3.2

8
5
5

0

89.
5
52.
6

1
0
1
6

5
4

56.
8

2
7

0

0

1
2

12.
6

10.
5
16.
8

1
5

15.
8

1
4

14.
8

28.
4

1
0

10.
5

4

4.3

When making a small comparison between the data collected from pre-task
survey questionnaire and post-task questionnaire, it is clear that the numbers of
students who are willing to join the speaking classes are surely with CLT classes
increase considerably. It has approved that the speaking classes are surely more
interesting and enjoyable with the use of CTL. CLT helps students more aware of
using English in speaking class. Therefore, it can not be denied that CLT brings
about a variety of great benefits to the users.
III. CONCLUSION AND RECOMMENDATIONS
1. Conclusion
There is a tendency that Communicative Language Teaching is becoming
more and more popular in Vietnam. Despite of the fact that Vietnam had a strong
influence by traditional method in teaching English, I strongly believe that CLT can
be successfully implemented in foreseeable future. The essay written by Ngo Duy
Phuc is really meaningful and useful to me. It provides me deeper insights into
CLT, some ways to familiarize students with CLT, some tips to create an Englishonly and active environment, sequence to implement CLT under circumstance of
unfavorable language policies. In the future, his essay will be an excellent reference
and guidelines for me to carry on CLT in my own English classes. Among activities
affecting English learning, CLT is considered as the key that leads to nature and
accuracy in the communicative process. Therefore, CLT is a master concern to
many teachers and educators. With these benefits, it is no double that CLT can
enhance students’ motivation in speaking lessons. Besides, the study gives some

20


suggested ways that teachers used effectively in speaking classes. It is helpful to
teachers as well as to learners in teaching and learning speaking skill. .
2. Recommendations
Because of the limitation of knowledge, time as well as experience, the study

has some errors that are probably inevitable and the study can not cover all aspects
related to the matter, so I would hope and recommend that further studies will be
carried out other aspects of CLT and give useful solutions to facilitate students in
their learning English such as:
- Developing speaking skill through using CLT for the 11 th and 12th form
students at Sam Son high school
- With the hope that the study will apply worldwide to many people who
want to motivate students in speaking classes. I myself wish to help my students
become better speakers of English. I hope that the diversity in the techniques that
follow will encourage teachers try them in teaching English.

XÁC NHẬN CỦA THỦ
TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 27 tháng 5 năm 2019
Tôi xin cam đoan đây là SKKN của tôi viết,
không sao chép nội dung của người khác.

Lê Quang Nguyên

21


REFERENCES
[1]. />[2].
/>fcommunicativelanguageteachinginvietnam
[3]. New ways in teaching speaking Kathleen M. Bailey and Lance Savage,
Edditors
[4]. Hoang Van Van. (2006). "Tieng Anh 10". GD Publisher
[5]. Linh, Nguyen Thuy, and Trang, Luong Quynh (2007). Thiết kế bài giảng lớp

10. Hanoi Publisher.
[6].
/>[7]. Bresnihan, B.(1992). How is at least as important as what the language
teacher, 16, 37-41
[7]. Goursuch, G.(1991, January 31). Working around students’ cultural traits.
Daily Yomiuri, p.9.
[9]. Lewis, G and Bedson, G. (1999). Games for Children. Oxford University
Press.

DANH MỤC CÁC ĐỀ TÀI SKKN CỦA TÁC GIẢ ĐƯỢC SỞ GD&ĐT XẾP
LOẠI
1. “Some ways to teach modal verbs for the 10th grade at high school” . Xếp loại C
năm học 2005-2006
2. “Some effective methods to teach listening skill for the 10th grade at high school”
Xếp loại C năm học 2012-2013

22


APPENDIXES
APPENDIX 1:
PRE- TASK QUESTIONNAIRE
Please circle your choice
Name…………………………………………Class………………..
1. How do you like learning English?
A. Very much
B. Much
C. Not much
D. Not at all
2. Among the four language skills (reading, listening, writing, and speaking) which

one is the most important to you?
A. Listening
B. Speaking
C. Reading
D. Writing
3. How speaking is important to you?
A. Very important
B. Important
C. Normal
D. Not important at all
3. Are you willing to speak in speaking classes?
A. Yes, I like speaking very much
B. Yes, sometimes
C. No, I am never willing to speak
4. What do you think about CLT that your teachers use in the speaking classes?
A. Very interesting
B. Interesting
C. Normal
D. Boring
5. How often do you use CLT in your speaking classes?
A. Often
B. Occasionally
C. Rarely
D. Never
6. What stage(s) do you think that teachers should exploit the CLT?
A. Warm-up
B. Pre-speaking
C. While-speaking
D. Post-speaking

23


APPENDIX 2:
POST- TASK QUESNIONNAIRE
Please circle to indicate your choice.
Name……………………………………………………Class…………
1. Do you like CLT given by your teacher during speaking lessons?
A. I like them very much
C. I do not like them at all
B. Yes, They are OK
D. I have no idea
2. What do you do while applying CLT?
A. Actively take part in CLT
B. Join CLT only when being ask by the teacher
C. Join the CLT only when feeling interested
D. Do not join
3. How do you feel after applying CLT?
A. Relaxed and motivated
B. Normal
C. Uncomfortable
4. Are you willing to speak during speaking lessons?
A. Yes, I am more motivated to speak
B. It depends on the speaking activities and CLT given
C. No, I feel unmotivated and reluctant to speak
5. In your opinion, is the use of CLT to motivate students to speak effectively?
A. Yes
B. No
If you choose yes, please answer question 6 and question 8, if no please
question 7

6. What are the benefits of CLT to your speaking skill?
A. CLT makes speaking lessons more enjoyable and more fun
B. CLT makes speaking lessons less challenging and difficult
C. CLT lowers my anxiety and shyness, and then develop my confidence in
speaking
D. CLT creates more chances for students to speak
7. If the use of CLT in speaking classes is ineffective, what do you think are
reasons?
8. To make the use of CLT in speaking classes more effective, what do you think
the teacher should do? (You can choose more than one opinion)
A. Teacher should exploit the CLT that suit students’ level
B. Teacher should explain students what to do in a clear and an easy-tounderstand language

24