Sáng Kiến Kinh Nghiệm Tiếng Anh Cấp 2 năm 2019 2020 hay nhất

‘‘Some tips in teaching communication for
grade 7 students at Hai An school’’
A.INTRODUCTION
Among four skills of learning English, speaking is a very important skill
which all language learners also want to approach it because the aim of learning
a foreign language is that the learners can express their ideas and understand
what the others say in that language.
As we all know “Speaking is the process of building and sharing meaning
through the use of verbal and non-verbal symbols, in a variety of contexts"
Speaking is a crucial part of foreign language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued and
English language teachers have continued to teach speaking just as a repetition
of drills or memorization of dialogues. However, today's world requires that the
goal of teaching speaking should improve students' communicative skills,
because, only in that way, students can express themselves and learn how to
follow the social and cultural rules appropriate in each communicative
circumstance.
According to me, in order to teach student to speak English fluently and
naturally, the teacher should not only have good knowledge of the language but
have a wide range of teaching techniques as well. The teacher should know
which technique is the most suitable, so it requires the teacher to use teaching
techniques actively in teaching process because no method is completely
perfect.
The eighth form students at secondary school need to use English to share
their ideas at the beginning level in the ordinary life such as: conversations,
suggestions, requests, descriptions… Therefore, it is necessary for the teachers
to help them to use language in the most efficient way.
It is the main reason I would like to write this topic to exchange with the
colleages and experienced educationists.

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In the process of innovation in general teaching methods, teaching English
in particular, there are now many methods of teaching skill subjects are
introduced to help the quality of teaching days a raise. Through teaching,
approached the new teaching methods, with much skills, tips, myself also draw
on some experience. With the framework of this article, I would like to share my
experience initiatives with colleagues performed ‘‘Some tips in teaching part
Communication for grade 7 students at Hai An school’’. That is what I learned
through the process of teaching practice, exploration and research. I hope that
this topic will be supported by many readers who are interested in teaching
speaking of English 8
B. SOLVING ISSUE
I. Theoretical basic issue
1. What is meant by "teaching speaking"
Teaching speaking is to teach learners to:
Produce the English speech sounds and sound patterns
Use word and sentence stress, intonation patterns and the rhythm of the
second language.
Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
Organize their thoughts in a meaningful and logical sequence.
Use language as a means of expressing values and judgments.
Use the language quickly and confidently with few unnatural pauses, which
is called as fluency
2. How to teach speaking
Now many teachers agree on that students learn to speak in the second
language by "interacting". Communicative language teaching and collaborative
learning serve best for this aim. Communicative language teaching is based on
real-life situations that require communication. By using this method in classes,

students will have the opportunity of communicating with each other in the
target language. In brief, teachers should create a classroom environment where
students have real-life communication, authentic activities, and meaningful tasks
that promote oral language. This can occur when students collaborate in groups
to achieve a goal or to complete a task
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II. State of the issue
1.The real situations
Over years of teaching English at secondary school I have realized that
most of the secondary students are always scared of speaking English during the
lessons and in real life. This comes from many reasons:
The first reason is that they often worry about making mistakes so they
are not confident in using the language to practise speaking
The second reason of this is the lackness of vocabulary. Sometimes,
students don’t know how to use the words in the real situations although they
can use them very well. Addition to this, many of the students learn only a few
words so they don’t have enough vocabulary to make sentences.
The next reason comes from the students’studying habits. Usually,
students don’t have a good habit of using English as much as possible.
Therefore, they can’t react quickly in the real conversations.
Besides, speaking activity needs a good practical environment but our
students do not have opportunities to communicate with native speakers and
foreigners who can speak English well
Finally, many teachers have not been interested in supplying students the
necessary skills in learning and using the active techniques in teaching. All these
have a bad influence on students’ learning.
2.Results and effects.
The above reasons make students meet many difficulties in learning.They

can not find out the suitable ways to improve their speaking. So they can not
develop and drill their skill as well as gain the goal of learning a foreign
language. It makes the teachers meet many difficulties in teacching.
Through the survey quality checked at the starting of the first semester of
the school year 2018 - 2019 on speaking skills in English of 8th grade students
in secondary school Hai An - Tinh Gia - Thanh Hoa, I have the following
results:
Class enrollment Pretty Good Average Unsatisfactory

Class

Total
number of
students

Excellent

Good

Fair

Poor

Very poor

3


8A

33

1

3

8

15

6

8B

36
1
4
11
15
5
From the above results show that reading ability of the children was poor
and there is a big difference between students in a class and middle class
students.
III. Solutions and applying
1.Solutions.
In order to help the eighth form -students learn a speaking lesson effectively,
I think the teacher needs to follow these suggestions:
Firstly, helping students understand the vital role of speaking in learning
English.
Secondly, supplying students the knowledge and skills in learning speaking.

Thirdly, using the suitable techniques in teaching and making the best
of the teaching aids at school as well as creating the situations for students to
have good chances to speak.
Fourthly, attracting students to speaking lessons with a variety of activities.
2. Carrying out the solutions
a.Helping students understand the important role of speaking
The teacher should help students understand that in learning a foreign
language if they only write, and read but can not speak or listen, they can not
communicate with the others in that language. Moreover, speaking is not more
difficult than reading, writing…..if they know how to use the language
efficiently.
b. Supplying students the knowledge and skills in learning speaking
Teacher needs to help the students to practise their speaking’s activities by
supporting them some necessary knowledge and skills such as:
In order to improve speaking, students need to have a wide range of
vocabulary, pronunciation and grammar.
In addition to this, the patience is very important because any skills also
need to have long time and frequent practice to improve it
Furthermore, the teacher should guide students to speak English with
single sentences from the words they have learnt in each lesson
Example: In the class, students learn the words: fruit, orange, durian..

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Then they can make up the sentences: “ I like fruit/ I eat durian
after dinner/ My mother likes oranges..”
c. Using the suitable techniques in teaching
c1. Using minimal responses
Language learners who lack confidence in their ability to participate

successfully in oral interaction often listen in silence while others do the talking.
One way to encourage such learners to begin to participate is to help them build
up a stock of minimal responses that they can use in different types of
exchanges. Such responses can be especially useful for beginners
Minimal responses are predictable, often idiomatic phrases that
conversation participants use to indicate understanding, agreement, doubt, and
other responses to what another speaker is saying. Having a stock of such
responses enables a learner to focus on what the other participant is saying,
without having to simultaneously plan a response.
Therefore, teacher should introduce students some ways to give responses
to the suggestions, invitations, agreements, disagreements.
c2. Recognizing scripts
Some communication situations are associated with a predictable set of
spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and
other functions that are influenced by social and cultural norms often follow
patterns or scripts. So do the transactional exchanges involved in activities such
as obtaining information and making a purchase. In these scripts, the
relationship between a speaker's turn and the one that follows it can often be
anticipated.
Instructors can help students develop speaking ability by making them aware of
the scripts for different situations so that they can predict what they will hear
and what they will need to say in response. Through interactive activities,
instructors can give students practice in managing and varying the language that
different scripts contain.
c3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when
they do not understand another speaker or when they realize that a conversation
partner has not understood them. Instructors can help students overcome this

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reticence by assuring them that misunderstanding and the need for clarification
can occur in any type of interaction, whatever the participants' language skill
levels. Instructors can also give students strategies and phrases to use for
clarification and comprehension check. By encouraging students to use
clarification phrases in class when misunderstanding occurs, and by responding
positively when they do, instructors can create an authentic practice
environment within the classroom itself. As they develop control of various
clarification strategies, students will gain confidence in their ability to manage
the various communication situations that they may encounter outside
the classroom
c4. Using some activities to promote speaking
* Discussion
After a content-based lesson, a discussion can be held for various reasons.
The students may aim to arrive at a conclusion, share ideas about an event, or
find solutions in their discussion groups. Before the discussion, it is essential
that the purpose of the discussion activity is set by the teacher. In this way, the
discussion points are relevant to this purpose, so that students do not spend their
time chatting with each other about irrelevant things. For example, students can
become involved in agree/disagree discussions. In this type of discussions, the
teacher can form groups of students, preferably 4 or 5 in each group, and
provide controversial sentences like “people learn best when they read vs.
people learn best when they travel”. Then each group works on their topic for a
given time period, and presents their opinions to the class. It is essential that the
speaking should be equally divided among group members. At the end, the class
decides on the winning group who defended the idea in the best way. This
activity fosters critical thinking and quick decision making, and students learn
how to express and justify themselves in polite ways while disagreeing with the
others. For efficient group discussions, it is always better not to form large

groups, because quiet students may avoid contributing in large groups. The
group members can be either assigned by the teacher or the students may
determine it by themselves, but groups should be rearranged in every discussion
activity so that students can work with various people and learn to be open to
different ideas. Lastly, in class or group discussions, whatever the aim is, the

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students should always be encouraged to ask questions, paraphrase ideas,
express support, check for clarification, and so on.
*Role play
One other way of getting students to speak is role-playing. 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…"
* Simulations
Simulations are very similar to role-plays but what makes simulations
different than role plays is that they are more elaborate. In simulations, students
can bring items to the class to create a realistic environment. For instance, if a
student is acting as a singer, she brings a microphone to sing and so on. Role
plays and simulations have many advantages. First, since they are entertaining,
they motivate the students. Second, they increase the self-confidence of hesitant
students, because in role play and simulation activities, they will have a different
role and do not have to speak for themselves, which means they do not have to
take the same responsibility.
* Information Gap
In this activity, students are supposed to be working in pairs. One student
will have the information that other partner does not have and the partners will

share their information. Information gap activities serve many purposes such as
solving a problem or collecting information. Also, each partner plays an
important role because the task cannot be completed if the partners do not
provide the information the others need. These activities are effective because
everybody has the opportunity to talk extensively in the target language.
* Brainstorming
On a given topic, students can produce ideas in a limited time. Depending
on the context, either individual or group brainstorming is effective and learners
generate ideas quickly and freely. The good characteristics of brainstorming is
that the students are not criticized for their ideas so students will be open to
sharing new ideas.
* Storytelling

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Students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates. Story
telling fosters creative thinking. It also helps students express ideas in the format
of beginning, development, and ending, including the characters and setting a
story has to have. Students also can tell riddles or jokes. For instance, at the very
beginning of each class session, the teacher may call a few students to tell short
riddles or jokes as an opening. In this way, not only will the teacher address
students’ speaking ability, but also get the attention of the class.
* Interviews
Students can conduct interviews on selected topics with various people. 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.
* Story completion
This is a very enjoyable, whole-class, free-speaking activity for which
students sit in a circle. For this activity, a teacher starts to tell a story, but after a
few sentences he or she stops narrating. Then, each student starts to narrate from
the point where the previous one stopped. Each student is supposed to add from
four to ten sentences. Students can add new characters, events, descriptions and
so on.
* Reporting
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the most
interesting news. Students can also talk about whether they have experienced
anything worth telling their friends in their daily lives before class.
* Playing cards
In this game, students should form groups of four. Each suit will represent
a topic. For instance:
Diamonds: Earning money

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Hearts: Love and relationships
Spades: An unforgettable memory
Clubs: Best teacher
Each student in a group will choose a card. Then, each student will write 4-5
questions about that topic to ask the other people in the group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some possible
questions:

Is money important in your life? Why?
What is the easiest way of earning money?
What do you think about lottery? Etc.
However, the teacher should state at the very beginning of the activity that
students are not allowed to prepare yes-no questions, because by saying yes or
no students get little practice in spoken language production. Rather, students
ask open-ended questions to each other so that they reply in complete sentences.
* Picture Narrating
This activity is based on several sequential pictures. Students are asked to
tell the story taking place in the sequential pictures by paying attention to the
criteria provided by the teacher as a rubric. Rubrics can include the vocabulary
or structures they need to use while narrating.
* Picture Describing
Another way to make use of pictures in a speaking activity is to give
students just one picture and having them describe what it is in the picture. For
this activity students can form groups and each group is given a different
picture. Students discuss the picture with their groups, then a spokesperson for
each group describes the picture to the whole class. This activity fosters the
creativity and imagination of the learners as well as their public speaking skills.
* Find the difference
For this activity students can work in pairs and each couple is given two
different pictures, for example, picture of boys playing football and another
picture of girls playing tennis. Students in pairs discuss the similarities and/or
differences in the pictures.
e. Using some games during the lessons of teaching speaking
e1.Battle Ships - A Vocabulary Game

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Divide the students into groups of four or five. Then ask the student to
make the name for their ships for example with the names of animals, cities,
movie stars or let them find their own favourite names
Ask them to choose the Captain and the Shooter. The captain's duty is to
memorize his ship's name, so he can reply if somebody call his ship's name. The
shooter's duty is to memorize the names of the ships of 'their enemies', so he can
shoot them by calling their ship's name
Arrange all the captains in a circle, the ships' crews must line up behind
their captains. The shooter is the last crew member in line
The teacher must decide a lexical area of vocabulary, this vocabulary will
be used to defend their ships from the attacks. Every students (except the
shooters) must find their own words. The lexical area for example, "Four
Legged Animals". Give the students 1-2 minutes to find as many possible words
as they can and memorize them
Start the game by calling a ship's name, for example the ship name is
"THE CALIFORNIAN". The captain of THE CALIFORNIAN must reply with
a word from the lexical area given, for example he says "TIGER" followed by
his crews behind him one by one, "COW"; "SHEEP" until it is the shooter turns
and he calls out the name of another ship and the captain of the ship called must
reply and his crews must do the same thing. No word can be repeated
If the captain is late to reply (more than 2 seconds) or his crew can not say the
words or a word repeated or the shooter shoots the wrong ship (his own ship or
the ship that has already been sunk) the ship is sunk, and the crew members can
join the crew of another ship
The teacher can change the lexical area for the next round
In the last round there will be two big groups battling to be the winner
e2. Describing Appearances & Characteristics of People
Each student is then give one sheet of paper. One student sits at the front
of a room. He/she describes a person and the rest of the class draws the person
being described

It is more interesting if the person being described is known by everyone.
Once the student has finished describing that person then he/she reveals who it

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is and each student shows his/her drawing. The laughter from this is hilarious as
the impressions tend to make the character in question look funny
It is a good idea to encourage students to ask the interviewee student questions
about who they are describing
e3. Sentence Race
*A good game for large classes and for reviewing vocabulary lessons
Prepare a list of review vocabulary words.
Write each word on two small pieces of paper. That means writing the word
twice, once on each paper.
Organize the pieces like bundles, 2 bundles, 2 sets of identical words
Divide the class into 2 teams. get them to make creative team names.
Distribute each list of words to both teams. Every student on each team
should have a paper. Both teams have the same words.
When you call a word, 2 students should stand up, one from each team. The
students must then run to the blackboard and race to write a sentence using their
word
The winner is the one with a correct and clearly written sentence
e4. Spelling Contest
First, if you have a large class you have to divide it in 2 teams. then the
teacher says a word or a sentence depending on the level for the students to
spell. Students should spell these correctly with not even one mistake. The team
that has more points is the winner
e5. What's the Meaning?
Choose a word which is long, difficult, and unknown to the students, a good

word to begin with is: warmonger.
Without using a dictionary, your students write down a definition. (They can
work out the definition in groups of three). Allow them a few minutes to think
and write.
Collect the definitions and read them aloud.
When you have finished reading, they will have to vote which of those is the
correct one. (It doesn't matter if none of them is the correct one)
After they have voted and none of the groups guessed the meaning you read
the correct one aloud

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e6. Chain Spelling
The teacher gives a word and asks a student to spell it, and then a second
student should say a word beginning with the last letter of the word given. The
game continues until someone makes a mistake, that is, to pronounce the word
incorrectly, misspell it or come up with a word that has been said already, then
he/she is out. The last one remaining in the game is the winner
This game can be made difficult by limiting the words to a certain
category, e.g.. food, tools, or nouns, verbs, etc.
There may be the other techniques that the teacher can use for their
teaching or they can combine two or more techniques to teach a speaking lesson
if it is difficult for students to understand. The teacher must also depend on
students’qualification and ability to use the suitable techniques.
f. Some suggestions for the teachers during teaching speaking
During the lessons of speaking, the teacher should keep ecouraging
students to talk as much as possible.
Here are some suggestions for English language teachers while teaching oral
language:

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.
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.

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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
g. A model teaching plan of speaking lesson of English 8
Period 21:

Unit 3: PEOPLES OF VIET NAM
Lesson 5: SKILLS 1

I. Objectives.
By the end of the lesson, Ss will be able to read a passage about the life of
ethnic group. Talk about the life of ethnic group
II. Content:
- Projector.
III. Procedure
1. Class organization.
- Greetings.
- Checking attendance:
2. New lesson.

T’s activities
1. Warm up
- Chatting: Look at the picture and
make guesses the answers:
+ Which ethnic group are they ?
+ where do the Thai people live?
+ What is their population?
2. Activities.
READING
Ex1: Ask Ss to read the text and
underline any words they don’t
know .
T et SS read in chorur once. The,
call on some individuals to read
aloud to the class.
Give Ss time to dicuss the 2
questions in pairs and give keys.
T corrects them
Activity2

Ex 2: Tell Ss to read the passage
two or three times. Set a strist time
limit to ensure Ss read quickly for

Ss’ activities

 Vocabulary:
ancestor:
ceremony:
I- Reading.
1. Work in pairs. Answer the
questions:
1. Lai Chau, Son La, Yen Bai, Hoa Binh
, Thanh Hoa, Nghe An.
2. About one and a half million people.

2. Complete each sentence, using a
word from the text
1. farmers 2. bamboo 3. stilt 4.

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specific information.
Explain the new words and clarify
anything difficult.
T asks to do the task.
T checks the answers as a class.
Ex 3. T asks to read the passage
again and answer the questions.

Ss ask and answer in pairs. T checks
the answers as a class.
Activity3
Speaking
Ex 4: T devides the class into 2
groups, each preparing to talk about
one ethnic group.
T goes around to assist if necessary .
Then ask some volunteers to present
to the rest of the class.
Ex 5:T lets Ss talk about YOUR
own ethnic group.
T ask them to focus on one or two
aspects such as : clothing, food,
ways of living, customs and
traditions, festivals, beliefs or
changes in the life of their people
over time.

songs
5.ceremonies.
3. Answer the questions.
1. yes, they do
2. Their main food is rice.
3. It is well-know for being unique,
colourful and strong.
4. Thai women do
5. They worship their ancestors
II- Speaking
4. Read some facts about the Bru-Van

Kieu people and the Khmer people.
Work in groups. Choose one of the
two ethnic groups and talk about it.
5. Talk about YOUR own ethnic
group.
1. We should cross the street at the zebra
crossing.
2. He/ She must always fasten the
seabelt.
3. No, He/ She shouldn’t. Because it is
dangerous.( He/ She may cause an
accident.)
4. We must give a signal.
5. Because the other road users can see
them clearly and avoid crashing into
them.

3. Homework
- Do exercise part D workbook
- Prepare: Skills 1
From using the techniques shown in this thesis in my practice at
secondary school, I find that students understood the lesson easily and fast ,did
homework and exercises well.The most important thing is that every student is
involved in learning as well as most of students find it not difficult to speak
English if they know how to practise making sentences and using their language,
especially they can use those situations in their real conversations.

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Through the survey quality checked at the end of the first semester of the school
year 2018 - 2019 on speaking skills in English of 8th grade students in
secondary school Hai An - Tinh Gia - Thanh Hoa, I have the following results:

8A

Total
number of
students
33

8B

36

Class

Excellent

Good

Fair

Poor

Very poor

3

7

13

8

2

4

8

15

7

2

C. CONCLUSION AND RECOMMENDATIONS
I. 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 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.

II . Recommendations.
For those now teaching in general and teaching English speaking skills with
high efficiency in particular , I have proposed a number of recommendations as
follows :
- Teachers must constantly researching, exploring and learning to creatively
apply these methods in general teaching skills, teaching English in particular to
look out for yourself a highly effective method . Besides having to invest the
time to prepare and design teaching materials, teaching equipment to inspire
students and serve lecture .
Teachers should be regularly participate in specialized training courses to

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increase your knowledge, and methods of teaching experience, to gradually
improve the quality of teaching and learning .
As this theme was completed in a short period time and because of limitted
knowledge and experienced teaching, naturally mistakes and errors are
inevitable. I hope the theme will be supported and receive remarks from all the
colleagues, the experienced teachers and readers who are interested in the
theme.
I sincerely thank you !
CONFIRMATION OF HEAD LEADER

Thanh Hoa, April 10th, 2019
I DECLARE DONOT COPY

Vu Xuan Minh

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