METHODS OF TEACHING SPEAKING SKILL EFFECTIVELY

INDEX
CONTENT
PAGE
1. Introduction .................................................................................................
1
1.1. The reason to choose the theme................................................................
1
1.2. Purpose to research .................................................................................
2
1.3. The subjects to research ...........................................................................
2
1.4. The researching methods .........................................................................
2
2. Contents and researching procedure ...........................................................
2
2.1. Theoretical background ...........................................................................
2
2.2. Status of the study problem .....................................................................
3
2.3. Measures for implementation .................................................................
3
2.4. Study effects ............................................................................................
13
3.Conclusion and propossals ..........................................................................
14
3.1.Conclusion ..................................................................................................
14
.
14
3.2.Propossals ....................................................................................................
REFERENCES ...............................................................................................

ASSESSED INITIATVE EXPERIENCES ...................................................

0


1. INTRODUCTION
1.1.The reason to choose the theme
English plays an important role in our life. Nowadays. In the information
technology times and global integration, English is getting more and more
important and is gradually becoming the means of the international
communication.
As we know, teaching and learning English in high schools has had great
changes in the content as well as teaching methods to match the goals and
requirements asked in the reform program. The most basic point of view about
the new method is how to promote students' activeness and positiveness and
create optimal conditions for students to practise, develop and improve their
language skills for purpose to communicate, not provide pure language
knowledge. With this view, the classroom's techniques and activities have also
been changed and developed. Therefore, teachers need to grasp the basic
principles of the new method, study techniques and teaching activities from the
point of view of communication so that they can be applied flexibly,
appropriately and effectively. In fact, most pupils - students often face many
obstacles, difficulties in learning to speak especially when communicating with
foreigners. Because communication is a favorable condition to stimulate learners
to use the language most effectively. However, this speaking skill is sometimes
forgotten because we only evaluate language through proficiency, knowledge
and not measured by the ability to use language. Therefore, we have to pay
much attention to this skill to provide students with the ability to communicate
confidently and fluently. To do this, teachers need to organize an attractive
learning environment to attract more students to participate. In that way, students

are more and more confident in communicating a foreign language later.
Knowing that speaking skills are relatively difficult to teach students in
rural areas, teachers need to find the best and most appropriate methods for
students to feel more interested in learning. For that reason, in the process of
teaching speaking skills myself, I have more or less thought, applied and learned
experiences to develop and improve this skill for students, trying to find
teaching methods. The best speaking skills for yourself and help students
understand the importance of the subject, feel more interested in the subject. I
have boldly chosen to write experience initiatives "METHODS OF
TEACHING SPEAKING SKILL EFFECTIVELY"
In recent years, the Ministry of Education and Training has advocated the
renovation of the textbook program content for all levels of education. Along
with the renovation of the textbook content program, there are a series of
changes in teaching and learning methods. In order to achieve the goals set for
the educational level, each teacher constantly strives to cultivate the experience,
often learns to improve in the teaching process.

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During the teaching process, I have learned some lessons for me, but I
really want to share with my colleagues and consult and build opinions to help
me improve my teaching ways.
1.2. Purpose to research:
Characteristics of the English language teaching process are how each
learner to master the skills of listening, speaking, reading and writing. How to
help them easily learn, understand and remember the knowledge that teachers
have conveyed and applied in practice, stimulating the interest in learning. Have
a habit of exploring, discovering and creating new things. Practicing proficient
skills in the classroom, at home, as well as dealing with accidental situations that

students encounter. However, there are many awkward situations that make
children become self-confident in their study and future communication.
Therefore, it is the responsibility of each of our teachers to help students
overcome all challenges, confidence, boldness and openness in communication.
From the practical work, we want to help students develop English speaking
skill to improve the quality of teaching English to the students gradually in Nhu
Xuan high school.
1.3. The subjects to research:
- This topic is applicable to all high school students.
- Only for teaching speaking skill in English.
- No need to classify students.
1.4. The researching methods: Study the teaching materials on Internet,
textbook, the demands and likes and mentality of students.
2. CONTENTS AND RESEARCHING PROCEDURE
2.1.Theoretical background:
Using teaching methods and techniques in accordance with the content of
lessons and students in a class is very important factors to promote selfawareness, activities in learning English so that the lessons are more effective. If
teachers use teaching methods and techniques that are inappropriate for the
content of the lesson and for the learners, so the lesson becomes boring and
students have difficulty in finding knowledge, students do not want to learn, are
not active in learning. Therefore, the results are not high, and we do not achieve
our goals. In order to effectively use teaching methods and techniques,
especially active teaching methods and techniques in a lesson that requires the
teacher to be flexible, The content of the lesson, consistent with the teaching
equipment of that section has to be suitable for students of each class.
As we know, in the curriculum, in response to the demands of the
education and the demands of the society, many new teaching methods and
techniques have been required, so the teachers have to be up-to-date in effective
use in specific lectures, which are:
- Cooperative Teaching: Cooperative Teaching is the method that the

teacher leads students to work in small groups so that students work on a certain
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assignment in a certain period of time. In the group, under the guidance of the
group leader, students combine personal work and pair work, share experience
and collaborative work to solve assigned tasks. [1]
- Project-Based Learning: Project-based learning is a learning activity
that is designed to provide students with the opportunities to synthesize
knowledge from a variety of areas of study and apply creativeness to life. The
project is a situation that learners have to solve with knowledge according to the
content of the lesson. Project-based learning puts learners in a problematic
situation, but solving problems requires high self-reliance. [1]
- Technique for Questioning: In teaching, the teacher's question system
plays an important role, is one of the factors determining in the quality of the
student's knowledge. This technique is often used in conversation questions with
students, instead of presentations, reading, writing and the teacher preparares
questionaires for students to think about, developing the lesson content as well
as encouraging the students' brainstorming, is centered around the ideas and
content of the lesson in logical order. [1]
- For foreign language teaching in general and teaching English in
particular, the innovation of teaching methods is very important. It is hard for
students to master the language, be good at all the skills, specially for students
at Nhu Xuan which is one of 11 mountainous districts of Thanh Hoa province.
Speaking is one of the basic content, a subtle combination of teaching skills and
a difficult skill to achieve. From the above point, the use of appropriate songs
really helps the students interested in the subject, better at speaking skill. In my
opinion, every teacher needs to find an optimal method, in accordance with the
actual situation and the individual pupils.
As a teacher of English, I hope to bring my knowledge to impart easily to

the students, and find out teaching methods for myself. So I boldly launched
research projects: “METHOD OF TEACHING THE SPEAKING SKILL
EFFECTIVELY”. I hope the use of appropriate methods for speaking skills will
help the students extremely interested in the subject, better at speaking skills.
2.2. Status of the research problem:
In rural areas, especially in mountainous areas, students only have access
to learning foreign languages from grade 6, so they are almost surprised to
approach the subject. Therefore, the children have not seen the importance of
foreign languages, so they can learn in a way to deal with them. Moreover,
because they lost their basic skills, they could not follow the lesson, so they
were lazy and shy. Therefore, when students are able to go to high school, most
students are very weak in foreign languages with listening and speaking skills,
so teachers are very hard in teaching these skills to them.
2.3. Measures for implementation: [2]
Prepare and organize the topic of speaking:
It is not advisable to keep abreast of speaking activities like the subjects in
the textbook because it is afraid that it will make students rigid and dry, not fully
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developing their ability to explore and creativity in communication activities.
born. Because the situation is easy for children to say, why not say difficult
situations. Therefore, we should guide students to keep abreast of the topics in
the textbook and then do it themselves or with the group to implement the topics
on the conversation, self-talk ... in accordance with their abilities, then Do it
again in class (maybe each child, each group has a lot of different lessons).
By doing this, I realize that they have been thinking, exploring and saying
everything they need to say. They are also very excited in that lesson, hoping to
have a new topic soon and the next talk because they have the opportunity to
present the lesson and especially to express themselves.

Doing so not only facilitates good students to express themselves but also
helps all students in the class, especially those who are weak, timid, and less
communicative, can speak English. Because they were counseled by better
students, prepared at home and practiced well, they were not surprised,
confident in speaking and communicating in public for so long. I have no
conditions to show.
* How to organize?
This is also the main skill that determines success or failure in
communication. If the class is not exciting, few students perform speaking skills,
the lesson is considered unsuccessful. If the class is crisp, lively, unstoppable
and has many students perform speaking skills, the lesson seems to have been
successful.
Therefore, I think we should organize an "Open Classroom" - able to get
students out of their usual sitting positions to find friends who like it or can
stand in place to do speaking in pairs. or the group is very good (should not sit).
Because at that time, students will be very comfortable to carry out speaking
activities as well as easy to "dance hands, dizziness" expressing the meaning of
each sentence to listeners.
In the meantime, if you are afraid of the noisy class and let your students
sit in their usual places, students will be very passive and psychologically
inhibited. Therefore, students cannot fully develop the "vocabulary" that they
have, by gestures, eyes, actions are also "words" in the communication of each
language that makes listeners understand. Moreover, if you only talk to the
person sitting next to you every day, the communication will be very boring and
you don't know all the characteristics of each classmate.
If so, will the classroom be very noisy to manage and control?
This is a question many teachers wonder about, especially young teachers.
However, I also boldly say that studying the speaking lesson is not afraid of
being noisy in the class because there is a "noise in control" that will make the
class more exciting. Because after we have finished, we ask the students to come

back to their seats or sit down, then they follow the "inertia" to become orderly.
We can then evaluate the comments that we have made for the speaking
activities we have set out.
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During the speaking process we should recommend students as follows:
- Always speak slowly
Because most students think that speaking English more quickly will be
more like native speakers because most English learners find it hard to grasp
information when listening to native speakers because they speak quite quickly.
However, this "speak as fast as possible" viewpoint is completely wrong. It is
recommended that students try to speak slowly and accurately. If students speak
slowly, your tone and stress will become softer, whereas your pronunciation will
be more severe and difficult to understand, which is understandable because you
won't have enough time. time to form phonemes and correct intonation.
"Control" the appropriate speaking speed as the basic speaking principle to
achieve what you want.
- Speak loudly enough
This is an important factor in communication. Because even if you talk to
one person, 10 people or hundreds, you need to speak loud enough so that
everyone present can listen to you easily. If you say too small, what will
happen?
Practicing speaking with a suitable volume will help you be more
confident and able to adjust your volume to suit each space and different
circumstances. It is best to spend about 15 to 20 minutes each day practicing
English pronunciation by reading aloud words, sentences, and paragraphs in
English. If students practice regularly every day for 3 months, your mouth will
grow properly for speaking a new language. Can record your voice and listen to
the words you mispronounced. People often hate hearing their own voices and

tend to avoid listening to their voices. However, this is a rather important
practice because in this way you can identify the mistakes you often make.
- Pronounce all the sounds in words
As mentioned above, slow English speaking will give you time to focus
on the sounds in the word. Maybe right now, you can omit the last or middle
sound of the word, or the syllables are not accents in words. This does not affect
the speaker but makes it difficult for the listener. Therefore, it is recommended
that students focus on each sound in the word and do not leave any sound
especially the negative sounds of words like "s", "ed", "t", "p", etc.
- Using simple structures
Because when you talk, no one will notice that you use a simple or
complex structure to assess your ability and even no one recognizes the level of
structures you are using. So use a simple structure and a simple sentence pattern
to facilitate communication.
- Thinking in English, do not translate Vietnamese words
One of the serious mistakes is that we tend to "translate" (from mother
tongue into English) before speaking. This will immediately create a language
barrier. For example, when we want to give up an appointment, we will think in
our head: "I want to cancel that appointment." Then we translate that sentence
5


into English. We will have problems because we may not remember or know the
words "cancel" and "appointment" to form the sentence "I would like to cancel
the appointment". If we think in English, we won't have this problem and there
are many ways to express this situation in English, for example: "I'm sorry. I'm
not free tomorrow "or" I am afraid I can not come tomorrow ", etc.
- Do not be self-deprecating about your English ability
For example: When you are asked "How is your English?", You should
not answer: "Oh, my English is very poor, I have no chance to practice", you

should answer: "I love to speak English" or "My English is improving". Answers
like this will make you feel confident. When you are confident, you will no
longer be afraid to speak English.
* Prepare a source of knowledge so students can perform speaking and
reflection in situations:
There are many sources of knowledge that students can collect but the
problem is how much they use and accumulate? If we do not guide you, you
may say it without purpose. Therefore, first of all, we should provide
communication, conversations, simple and concise situations for students to
easily use and enjoy speaking. Then rely on the sentence patterns and dialogue
to impose on the topics in the textbook for students to be surprised. So we have
to know how to process knowledge to suit students' taste. We have to collect a
lot of images and materials related to the new topic or word in the lesson: Those
pictures can be enlarged into a large image or zoomed in to different images to
insert one. Small paper for students to practice. In this way we do not need to
spend much time explaining new words, but it is interesting for students.
Because when students look at the pictures, students will not care about new
words anymore. In the beginning, I always think about how to express those
pictures properly. Since then the psychology of students will not be heavy on
vocabulary, so it will stimulate speaking skills.
* How to stimulate students to perform the speaking skill from the
beginning of the lesson to the end of the lesson?
If they are not well prepared for the lessons, the lessons are often very
discrete and make the learner feel tired as well as the teacher. So teachers must
prepare logically from the beginning to the end of the lesson and should not put
too much "downtime". Because that will distract students, feel depressed and not
excited about speaking.
* Specific steps for speaking
+ Before speaking. We can use activities like:
- Matching

- Pre-teach vocabulary
- Open prediction: (Activities predicting freedom)
- Ordering: (Sort order, or pictures ...)
- Answer the guiding questions (pre-question)
- Games
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+ While speaking. We can use:
- Giving ideas
- Discussing
- Ask and answer (pairwork)
- Matching
+ After speaking. We can use:
- Interviewing
- Recall / retell the story or dialoguge.
- Role play / take a survey
- Discuss the main idea.
- Summerise the main points
- Card
* Types of exercises are used for developing the speaking skill
+ Yes-no question:
- Teachers give titles to practice.
- Teachers provide some suggested words, background knowledge,
teacher modeling and then let students speak freely.
+ Ask and answer:
- Students can practice in pairs
- If you practice in groups, the leader puts some questions, the other
members of the group have the task to answer.
- Teachers can organize as a contest: Answers are scored based on

language accuracy, as well as information.
+ Dialogue:
- Dialogue build: The font has basic hints or pictures -> students build
dialogue and practice speaking
- Disapearing dialogue: Students practice conversation in writing and
have a word or phrase removed by a teacher (each word is a word)
Example: S1: What ______ ______ like?
S2: I ______ ______ very much.
-> When the students have met the requirements, the teacher erases all the
lines written, only the tiles are left on the board -> students repeat the lines in
full.
As the above example is only:
S1: _____ _____ _____ _____?
S2: _____ _____ _____ _____.
+ Substitution drills:
- Replace lines or grammar problems, vocabulary learned with lines,
grammar problems, new vocabulary.
- Teachers ask students to repeat new words and phrases one after another
to practice in a chain-style way.

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- Teachers can use the word board: Write from the hard cover and then
give it to students to observe quickly. Ask students to replace the word in the
necessary position in the sample sentence to form a new sentence.
+ Chain drills:
- Teachers give topics to practice.
- The teacher starts by asking a question for some student. The student
who answers the teacher's question is asked to ask another question for the next

student. This student is responsible for answering and asking a third question for
you, so that the practice of this line is continued.
- Questions by topic but may not need to be developed into a
straightforward dialogue.
+ Picture stories:
- Teachers collect pictures and pictures with content suitable to the
program.
- Teachers model, play roles in pictures, use suggestions in pictures to
make words for characters. Students observe and then practice role-plays
according to the characters in the picture.
- Teachers can suggest by questions such as:
"What is happening in picture A?"
"What do you see in picture B? ''
- Teachers can ask students to reorganize the correct order of love
story of the story. -> Then the students looked at the picture to recount
the main content.
- Teachers can ask students to assemble pictures with the words: Write the
words in the cardboard, the pictures and the messy words -> Ask the students to
observe the pictures and pair with the words so that they can be ordered of the
episode taught in the painting is also the order of the words written on the cover.
+ Groupings:
- Teachers divide class into groups. Give each group leader a copy of the
list with the words and phrases according to the topic. Other tasks are to add
other words and phrases to each topic.
- The leader controls so that the team members find as many words and
phrases as possible by how many points (each word must be accompanied by a
correct definition).
Example: Rooms in the house.
1. Living room: The place where we often welcome our guests
2. Bedroom:

3. Dining room:
4. Kitchen:
5. Bathroom:
+ Characters:

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- Role-playing game to reinforce students' understanding of the function
of a certain structure in more natural circumstances.
- Dividing each group plays a scene according to the theme required by
the teacher:
For example: -Gathering information for a package holiday.
- Complaints want to change a new clothes to buy the day before.
+ Mapped dialogue:
- Teachers introduce context and requirements of activities.
- The teacher writes a few suggested words or draws a picture on the
board.
- The teacher presents the conversation based on the suggested words or
drawings.
- Practice conversation with the whole class.
- Students practice in pairs.
+ Discussion (Discussion for students with relatively high knowledge):
- Teachers raise issues to discuss (Example: about football, about a
famous person .........)
- Groups discuss, discuss, exchange their views for a few minutes. Then a
representative team member reported the general opinion of the group. finally let
the students of the whole class discuss it.
To test the effectiveness of these methods, I would like to give some
lessons that I applied:

Example 1: Unit 13- textbook 10- FILM AND CINEMA [3]
Part B: SPEAKING
Activity 1: (WARMER) * Match the picture with a type of film

A

B

C

D
D

E

1. Science fiction film
………………………………………….
2. Comedy
………………………………………….
3. Cartoon
………………………………………….
4. Love story film
………………………………………….
5. Detective film
………………………………………….
Activity 2:
Rely on the pictures and practice like below
A: What kind of film do you like best?
9

B: I Like……very much.
A:Why do you like it?
B: Because it..................
A. What kind of film don’t you like very much?
B. I don’t like…………very much.
Activity 3:
Work in groups and practice about each kind of film. Look at the
information below

FILMS
Detective
Science fiction
Love story
Cartoon
Comedy
Action

ADJECTIVES
Interesting
Moving
Fascinating
Boring
Exciting
Violent

A. What do you think of horror films?
B. I find them really terrifying
C. I don’t agree with you. I find them very interesting
* Suggestions

A: What do you think of .........................?
B: Oh, I find them ......................
C: I don’t agree with you .I find them ........
D: I agree with you. I find them ........
Activity 4:
Work in pairs to talk about the film you have seen, Using the suggestions
below
A. What is your favourite film?
My favourite film is..…..
A. What kind of film is it?
It is Detective/ action/ cartoon/ love story…..
A. How much do you like it?
Very much/ not very much
A. Who is/ are the main character(s)?
He/ She is…
A. When did you see it?
I saw it.....
A. How do you feel about it?
I find it interesting/ moving/ violent….
A. Why do you prefer it to other films?
Because…..
Example 2: textbook 1210


UNIT 14 : INTERNATIONAL ORGANIZATIONS [4]
Part B : SPEAKING
Activity 1: (WARMER)
Look at the pictures then guess which international organizations they
are.
B.

->

�

What do you know about these organizations?
Their main office, aims, activities….? -> LEAD IN THE NEW LESSON
Activity 2: Pvovide vocabulary and structures.
1. Vocabulary:
- stand for [stænd fər] (v):
- advocate ['ædvəkeit] (v)
- establish [is'tæbli∫] (v)
- attainment [ə'teinmənt] (n):
- objective [əb'djektiv] (n)
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2. Read the passage about WHO and answer the questions
1. What does WHO stand for?
- WHO stands for World Health Organization.
2. When was WHO established?
- WHO was...................................
3. What is its major objective?
- Its major objective is............
4. What are its main activities?
- Its main activities are...........
Activity 3:
1. Work in pairs- ask and answer about WWF organization like below:
1. What does _______stand for?
-______ stands for________________________ .

2. Where is its headquarters?
- It is in _______.
3. When was _______founded?
- It was founded ______________ .
4. What is its aim?
- Its aim is_____________
5. What are its main activities?
- Its main activities are _____________________________ .
2. Going on practicing the conversation like modal above about
UNICEF and WWF organization:
UNICEF
WWF
- Founded: 1948
- Founded: 1961
- Headquarters: New York
- Headquarters: New York
- Aims: to advocate for the
- Aims: to protect endangered wild
protection of children’s rights, to animals and their habitat.
help meet their basic needs and help
them reach their full potential.
- Activities:
- Activities:
+ provide supports and funds for
+ carry out reseach on endangered
the most disadvantaged children – species
victims of war, disasters and extreme
+ collect data on rare and
poverty.
endangered animals and plants.

+ carry out education
development
programmes
for
children.
Activity 4:
Which international organization would you like to work for: UN,
WWF, WHO, RED CROSS or UNICEF? Why?
Reasons:
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- have high salary
- use English at work
- do volunteer work
- live and work in New York
- protect endangered species
- travel all over the world
- meet different people
- help to protect children’s right
Suggested:
I would like to work for………….
because I will/ can/ want to ………and ……
There are a lot of tricks to use, but choosing a procedure that is
appropriate to the new topic is important to attract students' attention and does
not cause frustration or difficulty for students to succeed. . We must also know
that when designing a speech, it is necessary to design from easy to difficult and
there must be a bond between the parts.
Therefore, we must know how to combine the tricks from the "warmer
before speaking while speaking after speaking" in a chain so that students can

continue in one lesson for students to enjoy from the beginning to end.
2.4. Study effects:
- In the process of teaching each lesson, each content is different, I carry
out different ways to organize different lessons so that they are not boring and
suitable for the ability of students of class and class. As a result, students acquire
knowledge faster and more effectively. They are able to discuss and discuss
freely and practice more because I follow the process from easy to difficult.
Since then, it is interesting to learn for students and they are increasingly
interested in the subject.
- Students can speak simple sentences, practice simple conversations that
society requires.
- As a facilitator, teachers are also less hard-working, student-centered,
teachers provide help when needed.
The result before implementing new method
Total students tested: 35
Class

Total
students

10A3

35

pretty good rather good
total
0

average

bad

very bad

% total % total % total % total %
0
5 14,2 18 51,6 10 28,5 2 5,7

The result after implementing new method
Total students tested: 35
Class Total students pretty good rather good average

bad

very bad

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total % total % total % total % total %
10A3
35
03
8,6 17 48,6 14 40 1 2,8 0
0
It can be seen from the 2 above tables that the application of the method
of teaching listening skills as I have mentioned above in actual teaching has
been effective. And it is more important that students become interested in
listening skills, which can help students develop their ability to communicate in
English. I believe I have made the right choice when using the new method to

impart knowledge to students.
3.CONCLUSION AND PROPOSSALS
3.1. Conclusion
This topic helps our teachers have more visions about teaching more
effectively in English. Teachers can choose to apply it to the students' abilities.
Since then students are more interested and the quality of the lesson has been
improved.
- Because it is a difficult lesson, before preparing a lesson, teachers need
to thoroughly study the lesson, determine the goal. Usually, each lesson consists
of 3 parts, each section has different tricks. So depending on the content of each
lesson, depending on the students, teachers can combine the parts accordingly
and also flexibly change the tricks to make students excited and new.
- Student activities such as individual, pair, group need to be explained
clearly, clearly and accurately. Teachers should use pictures, learning cards, real
utensils and easy-to-understand communication situations to help practice
confidently.
- To have success requires the efforts of teachers and students in the
condition of teaching facilities and equipment are lacking. Besides, it depends
on qualifications, pedagogical arts and the enthusiasm of the teacher will
overcome difficulties.
- We have to love the subject and study a lot of materials related to skills.
Through teaching, we must learn to accumulate experiences for ourselves.
- Through studying the topic, it helps itself to improve the level, self-study
and find the optimal materials in teaching.
- Regularly hold funny contests to study, contest of Ringing the Golden
Bell English in Block 11, English-speaking club organization for students to
have the opportunity to promote their English speaking ability.
3.2. Propossals
As we all know, to organize a foreign language class is not simple.
Because each method only offers high efficiency when teachers know to choose

and use the activities in a reasonable way. Therefore it requires each teacher to
choose the practical and appropriate English songs when using music to teach
English listening skills so that students can have more fun.
The Department of Education and Training needs to organise the training
programs and workshops for the teaching methods, especially listening skills so
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that the teachers in Thanh Hoa province can learn, practise and share the
experience to each other.
CONFIRMATION OF THE HEAD
Thanh Hoa, July 4th, 2020
MASTER
I swear this is my initiative experience,
do not make the copy of the others.
Author

Đo Thi Phuong

Nguyen Van Chuyen

REFERENCES
(TÀI LIỆU THAM KHẢO)
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[1] Dạy và học tích cực - Một số phương pháp và kỹ thuật dạy học Nguyễn Lăng Bình (Chủ biên), Đỗ Hương Trà, Nguyễn Phương Hồng, Cao Thị
Thặng - Nhà xuất bản Đại học Sư phạm, 2010.
[2] Adrian Doff, Teach English – Cambridge University Press in asociation
with The British Council

[2] Dwaft Version- English Language Teacher Training Project
[2] Celce-Murcia. M. 2001. Teaching English as a Second or Foreign
Language (3rd ed). USA: Heinle&Heinle.
[2] Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in
Grades K-8. Boston: Allyn&Bacon.
[3] Textbook English 10 – Publisher of education
[4] Textbook English 12 – Publisher of education

ASSESSED INITIATVE EXPERIENCES

16


(DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC
HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ
GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN)
Author (Họ và tên tác giả): Nguyễn Văn Chuyên
Position (Chức vụ và đơn vị công tác): Giáo viên, trường THPT Như Xuân

TT
1.

Tên đề tài SKKN

Cấp đánh
giá xếp loại
(Phòng, Sở,
Tỉnh...)

METHODS OF TEACHING

VOCABULARY FOR THE 10th
CLASS STUDENTS IN NHU
XUAN HIGH SCHOOL

Sở GD& ĐT
Thanh Hóa

Kết quả
đánh giá
Năm học
xếp loại đánh giá xếp
(A, B,
loại
hoặc C)
C

2016

17