Methods to innovate oral examination in grade 10 english at nhu xuan high school

TABLE OF CONTENT
Part
I
1
2
3
4
II.
1
2.
2.1

III
1
2
3
4
IV
V

Content
INTRODUCTION
Reason for choosing the topic
Aims of the study
Research subjects and research scope
Methods of study.
CONTENTS
Theoretical basis
Reality
2.1. Advantages and difficulties
2.2. Solutions and methods

a. Preparing for oral examination:
b. Pedagogical requirements on how to organize oral
examination:
c. Oral tests:
+ For vocabulary checking
+ For Reading lesson
+ For Speaking lesson
+ For Listening lessons
+ For Writing lessons
+ For grammar class (language focus)
d. Research results
CONCLUSIONS AND SUGGESTIONS:
Summary of the main findings
Implication for more effective
Limitations and suggestions for further research
Conclusion
REFERECES
TABLE OF CONTENT

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I. INTRODUCTION:
1. REASONS FOR CHOOSING THE TOPIC:
Our country is entering the stage of industrialization, modernization and
integration with the international community, especially our country has
officially become a member of the WTO. Factors determining the success of the
industrialization and modernization process are the resources of Vietnamese
people who are developed in quantity and quality on the basis of improved
intellectual standards. Therefore, the education and training of our country has
also changed from the goals of education and training to teaching and learning
methods to effectively contribute to the process of preparing the country's
human resources in the first decade of the 21st century. In order to meet the new
educational goals, the program to replace general education textbooks has had a
positive change: focusing on innovating teaching methods, implementing
teaching and learning based on the positive activities of students under the
proper organization and guidance of teachers to develop creative independent
thinking that contributes to forming methods and demands for self-study and
fostering learning interest , create trust and joy in learning.
Along with the renovation of the textbook program, the renewal of
teaching methods, the issue of innovation and assessment is very important in
the teaching and learning process. Innovating teaching methods and innovating
tests are two closely related activities. Renewal and assessment are motivations
for innovating teaching methods, contributing to realizing goals as the Minister

of education- Phung Xuan Nha suggesting that localities should pay attention to
propaganda to change awareness from teachers and students. To achieve the
main goal of the Project "Teaching and learning foreign languages in the
National Education System in the period of 2015-2020") is "Foreign language
becomes a means to work in an international environment, making foreign
languages become strength of the Vietnamese people ”. For this, it is necessary
to change the motivation of the word "learn to test" into "learn to use". In the
short term, we need to focus on teaching and learning English because this is a
common language and the language of some of the world's strongest economies.
The innovation and assessment includes many stages, many contents, in
which the innovation of oral examination is very important because this is an
ongoing activity. Taking an oral test not only checks at the beginning of each
class but also happens throughout a lesson. If the teacher neglects not to perform
good oral examination, the process of acquiring students' knowledge will be
interrupted, they will fail the knowledge and skills needed in each lesson. This
will affect the results of the periodic tests (1 period, semester, ...). In fact, the
oral examination in the current English lessons is still inadequate due to the
pressure of the knowledge and skills that need to be downloaded in each lesson,
so the time for oral examination is very little. Besides, most students are passive,
rote learning to cope, even some children lose their basic skills should be lazy in
studying old lessons. To that reality, I boldly researched the topic "Methods to
innovate oral examination in grade 10 English at Nhu Xuan High School"

2


to help them be more active in learning and accumulating knowledge , skills and
create a lively atmosphere during the lessons.
2. AIMS OF THE STUDY
The major aims of the study are:

- To improve the quality of the lessons, help teachers to evaluate students
easily.
- Help the learning environment lively and help students to avoid the rote
learning method, passive learning, learning to cope with it and promote the
activeness and initiative of students. and bring high efficiency in teaching and
learning.
- To contribute a small part to the improvement of teaching and learning at
Nhu Xuan high school
3. RESEARCH SUBJECTS AND RESEARCH SCOPE:
The subjects chosen for the research include students in class 10A6,10A7
of Nhu Xuan High School with the survey questionnaires, and 6 teachers who
are currently teaching English. Their experience of teaching English varied from
10 years to 18 years. The research was carried out during the first term of the
academic year 2019 – 2020 at Nhu Xuan High School.
4. METHODS OF STUDY:
- Method of observation.
- Method of practical investigation.
- Method of research and practice.
- Integrated approach.
- Using different types of exercises and activities to get oral examination
marks
- Using comparison in percent before and after studying to assess the
quality of the method.
II. CONTENTS:
1. THEORETICAL BASIS:
Teaching and learning activities always need feedback to adjust in time to
create the highest efficiency shown in the quality of students' learning. Regular
testing helps teachers adjust and supplement the knowledge, skills and attitudes
set by the subject and will help students develop the right motivation and
learning attitude from which to accumulate knowledge, The necessary oral exam

in the classroom not only helps the learning atmosphere be lively but also helps
the students avoid rote, passive learning, and coping skills, thus promoting
positive and positive activities of students and bring high efficiency in teaching
and learning.
2. REALITY.
2.1. Advantages and difficulties
Most of my students are ethnic minority children, knowledge of English
subjects is still weak, so many of them are not really interested in this subject.
This leads to a high sense of self-discipline of many children. In order to deal
with teachers, they often use rote learning without having to study vocabulary or
practice skills.
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Examining the traditional old lesson is usually to call 1 or 2 students on
the board to answer the question. This is time consuming, stressful for students
even more, and it is impossible to check many children at once. Therefore, it is
impossible to assess students' abilities as well as their skills.
All of these factors make students lazy and passive in learning, the quality
of teaching and learning is not high. These facilities have helped me apply
innovative methods of oral examination in English.
2.2. Solutions and methods:
As mentioned above, the test to get a score is not only done at the
beginning of each lesson but also depends on each skill, knowledge can be done
at the beginning, middle or end of the lesson. In order to achieve a verbal
examination of results, the following contents are required:
a. Preparing for oral examination:
- Preparing first is to determine the exact need to check if Teachers need
to determine the minimum level of knowledge and skills that students have
acquired in the learning process. The question for students must be accurate and

clear so that students do not understand in two different meanings that lead to
the answer to the topic.
- Teachers must redesign requirements, exercises in textbooks or create
similar exercises to prevent them from using the keys in the book "Good guide
for study" to deal with teachers.
- Oral points column in personal score book is divided into two columns
M1 & M2.
M1 column will score students directly on the board to answer or do
homework. M2 columns are scored for students who sit under the class to
answer or do homework.
The official score of students is the average score of M1 & M2
Grade 10 A7 Nhu Xuan High School (1st term / 2019-2020)
M
Full name of sudents
Number
M1
M2
1
Lê Thi Minh Anh
5
2
Lê Thị Minh Ánh
4
3
Nguyễn Ngọc Anh
6
4
Lê Phú Thế
9
8

5
Lê Anh Đức
5
6
Lương Thị Oanh
5
b. Pedagogical requirements on how to organize oral examination:
- Base on oral answers and students' practical activities that detect the true
state of their knowledge and skills.
- Create favorable conditions for students to fully reveal their
understanding.
- In the process of students answering questions that have many
shortcomings or errors, if there is no reason why the teacher should not interrupt

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the students. The same is a mistake but the teacher must know what errors
should be corrected immediately and what errors should be left for students to
answer.
- The attitude and treatment of teachers with students is of great
significance during the oral examination. Teachers need to listen to answers,
monitor student activities and draw conclusions about students' knowledge
status on that basis. Teacher's understanding of the student's personality,
sensitivity and pedagogical sensitivity in many cases is a fundamental factor that
helps to clearly see the student's level of knowledge and skills tested.
- It is recommended to coordinate tests and at the same time can test many
students while calling some students on the board, the teacher gives the students
below the other questions and then collects the notes of some children to correct.
- When organizing tests, teachers must deal with the following major

problems: When one or more students are assigned to the board, what other
students in the class need to do and how to do it. Teachers call many children at
the same time, make different requests that match each student's level, then ask
questions for the whole class after they complete their tasks as follows: "Do you
answer the same?", "Do you agree with your answer?", "Is there any wrong or
missing points?", ... In addition to the basic sentences, teachers have additional
questions may be used during the oral examination. Thanks to these additional
questions, teachers can visualize the quality of students' knowledge.
c. Oral tests:
As we know, oral examination is a regular and continuous process in
teaching periods. Because this activity must be diverse to avoid monotonous
boredom, create a lively atmosphere in the classroom and help students learn
more effectively. Depending on each lesson and depending on the requirements
of testing knowledge and skills, teachers may apply oral examination methods as
follows:
+ For vocabulary checking:
Method 1: Call 3 students to the board. The teacher gives general
questions to all students and the sudent who knows th answer first will be
allowed to answer. The remaining students will answer additional questions or
support the answers for their friends.
Example: Check the vocabulary of Unit 1 - English 10
Required by the teacher: "Write a word in English that means: ring
Student 1: Insert word (go off)
Student 2: Identify the word type (V)
In this way, students will lessen the fear and fear of checking their
knowledge and have more choices.
Method 2:
Game 1: Slap the board.
We use the game: “Slap the board” to check if our students could
remember the new words in the lessons they’ve learnt or not.

- The teacher writes 10 Vietnames words on the board then calls 3
students go to the board to play the game. One student will read randomly aloud
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the words in English , the two others have to remember the meanings of those
words and try to slap them on the board as fast as possible. The person who slap
the wright word will get points. And who gets more points will be the winner.
This activity will interest students and help student to improve their memories
when learning vocabulary as well as their pronunciation. After finishing the
game, teacher will give mark for students.
Example: Unit 4: Special education - A. Reading
1. khuyết tật
6. phản đối
2. mù
7. tốn nhiều thời gian
3. câm
8. tự hào
4. điếc
9. cộng
5. khuyết tật
10. trừ

( This is the illustration of the game “ Slap the board”)
Game 2: Matching:
Teacher prepare handouts including 2 colums( A and B). In colum A ,
teacher write the English words, Colum B is Vietnamese meaning. Then in the
first fifteen minutes of the lesson, teacher can test 4 or 5 students at the same
time by giving them the hand out. After testing, teacher gives them feedback and
marks for their result. In this way, teacher is able to check the student’s

understanding and memories of the new words in the lesson without asking them
to go to the board and writing down some new words as usual. This interesting
game will motivate students to remember new words longer. For students in the
moutainous area, I often give them from 5 to 10 words to test.
Example 1 : Match the following words with their meaningin
Vietnamese:
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( Unit 2: School talk. A- Reading. English 10)
A
B
1. International
a. Lo lắng về
2. Have to + V
b. Xa… từ …đến
3. hard word
c. Quốc tế
4. Be far from… to
d. Công việc vất vả
5. Worry about
e. Phải làm gì
Answer: 1c, 2e, 3d, 4b, 5a.
Example 2: Match these environmental problems to the pictures ( Unit
5: Consevation. A – Reading)
1.garbage dump 3.water pollution
5.dynamite fishing
2.air pollution
4. Deforestation
6.spraying pesticides

a)

b)

c)
d)

e)

f)

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Answer: 1c, 2a. 3d, 4e, 5f, 6b
Method 3: Checking pronunciation.
Teacher can also check the pronunciation part of the student by handing
out handouts with a few words and asking the students to choose words that
have a different underlined section than the other words or choose the word that
has accents different from the remaining words. In this method, we can have an
oral examination for about 4 or 5 students at the same time. The students who
gets more correct answer will get high mark.
* Choose the word that has the underlined part from the others (English 10,
unit 6)
1. A. attend
B. plane
C. celebration
D.organization
2. A. stripe

B. tidy
C. idea
D. circus
3. A. comic
B. volunteer
C. model
D. together
4. A. scout
B. group
C. couch
D. house
5. A. teenager
B. together
C. guitar
D. game
Method 4:
+ For Reading lesson:
In the activities while - reading, teachers can also check to get oral
examination points by using these kind of exercises: Multiple choice, T/F
statement, or game: lucky number
Example 1: Unit 4: special education - A. Reading - English 10
Multiple choice:
1. Thuy’s class is different from other classes because the children ……
A. are from large family
B. are less mentally retarded
C. love Maths very much
D. are disabled
2. At first the parents were …………………the idea of sending their
children to the special class.
A. interested in

C. sastisfied with
B. opposed to
D. worried about
Example 2: Unit 3; People’s Back ground– English 10 (True - False
statements)
Give some statements (handout) and ask to read these carefully and read
the text to decide if each statement is true or false
1. Marie went to school in Warsaw
T
2. Her dream was to become a private tutor.
F
3. At the Sorbonne, she studied very well.
T
4. She married Pierre Curie in 1894
F
5. She was the first woman professor at the Sorbonne.
T
How to do it: After handing out the hanout, the teacher asks students to
follow the individual, read the text and then do these exercises for about 4
minutes. During this time the teacher goes around the classroom to support the
children and observe them not to look at each other. After the set time, the
teachers collect some of the lessons, then ask the class to answer and mark at the
class. And this column will go into the M2 column.
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Game: Lucky number ( Unit 10 : Conservation – A: Reading)
LUCKY ANIMAL

Question 1: FOR PICTURE OF THE LIONS

What is the area of the rainforest in Cuc Phuong National Park ?
 (The area of the rainforest in Cuc Phuong National Park is) 200 square
kilometres.
Question 2: FOR PICTURE OF THE ELEPHANTS
What can people learn in Nairobi National Park?
( They can learn about the habits of animals and how one species is dependent
upon another for survival.)
Question 3: FOR PICTURE OF THE DOLPHIN
What kinds of animals are taken care of in the Orphanage ?
( In the Orphanage, orphaned or abandoned animals are taken care of.)
Question 4: FOR THE PICTURE OF THE TURTLE
Why is Everglades National Park endangered?
 Because there are toxic levels of chemicals in the water.
Question 5: FOR THE PICTURE OF THE BUTTERFLIES
lucky
animal
Question 6: FOR THE PICTURE OF THE TIGERS
lucky animal
For answering the questions after
learning a reading text, one of the most interesting games is Lucky animals. It
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helps students learning by playing games and helps teacher test students’
comprehension sklill. This kind of games is interesting because of its rules.
In order that students can play the game, teacher should divide the class
into 2 groups of 3 students : A and B.
Rules of game: Each group have right choosing the picture from 1 to 6.
There are question relating to the text and there are also some Pictures of animal
that students don’t have to answer. The group choose number containing the

question have to answer the question. If the group gives correct answer within
10 seconds , they will get 10 mark for each sentence. In case group A have
wrong answer, group B will have chance to answer and on the contrary. If any
group choose picture including Lucky Picture, they don’t have to answer the
question, but they still get 10 points.
Game: Story telling. ( We can apply this game to have an oral points for
student in Unit 13 : Film and Cinema- A: Reading by retelling the content of the
lesson using suggested important cues)
19th century
1910s
1920s
1905
1915
This kind of exercise will help student to summarize the main points of
the passage they have just learned basing on the given cues.. Teacher also test
students’s speaking skill by making some simple sentences using the given cues.
Teacher calls 3 or 4 students to go to the board and do this task then gives them
feedback and marks.
Suggested answer:
- The history of cinema began in the early 19th century.
- By 1905, films were about five or ten minutes.
- In 1910s, audiences were able to enjoy the first long films.
- It was not until 1915 that cinema became an industry.
- In 1920s,the cinema changed completely, from old silent films to musical
cinema.
+ For Speaking lesson:
This is a very important skill, if it is done well, the oral examination of
students' in this skill will have a great effect on encouraging them to learn
English. However, depending on their qualifications, teachers should make
appropriate requests to encourage and encourage them to practice English.

During Speaking, depending on the task, I will ask them to practice in pairs,
groups or individuals. I also give students practice points of this skill. For this
skill, I only apply the tasks that are just right for them. Or you can give a plus
for students to volunteer to practice before class in pairs or groups.
Example 1: Unit 4: Special education- B. Speaking - English 10
Work with a partner. Ask and anser the questions:
1. What were your subjects then?
2. What was your timetable?
3. What about homework?
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4. Which part of school did you enjoy?
5. What part of the school life didn't you like then?
After giving instructions, suggestions and modeling to a good student in
class, I ask students to practice in pairs. During the time they are practicing, I
can go around to help them if necessary. After about 8-10 minutes I call some
couples to stand up for practice then comment and give points.
Example 2: Unit 3: People’s back ground.
Task 3: Talk about the person you have learnt about from the interview.
Teacher ask students to work in pairs, then after 5 minutes teacher call
some students to present their answer and give marks.
* Suggested answer:
At that time, I have interviewed Minh. She was born on February 16 th,
1994 in Camau Province. Her family lives in Dam Doi Town, Camau Province.
Her parents are farmers. Minh has only a younger brother. She usually takes
part in many activities of school. English is the subject that Minh likes best.
For Listening lessons:
This is a difficult skill because their vocabulary is limited and they are not
familiar with the native voice, so it is very difficult to test them in this new

lesson. Instead, I will check for oral examination points through the knowledge
they have learned from the old lesson. This test is done at the beginning of the
following period.
How to do it: Call students to answer a question they have learned and
reinforce it very well in the previous period (5 points), the second sentence you
choose a friend (sitting under the class) to ask you a question in the lesson is
then answered (2 points), the third one is asked by another student (sitting under
the class) (3 points). The number of points that this student will score will be
recorded in the M1 column, the number of points that the other two students ask
the right question or the correct answer will be recorded in the M2 column. After
a period of familiarity, it is necessary to raise the students' questions for their
friends.
For example: Taking oral points after students finish Part C - Listening
section, (P67 - 68) unit 6- English 10
1. What was the weather like that day?
2. Was the Botanical Garden far from the school?
3. What other classes does Thu have on Thursday?
4. What’s Thu’s favorite subject? Why?
5. What’s Hoa’s favorite subject? Why?
Obviously, the above test has followed the direction of innovating and
evaluating and promoting students' activeness and creativity, creating conditions
to stimulate thinking, dynamism about all activities in the class, reducing
"teachers Centered "that enhances" student-centered ". However, teachers must
be flexible to suggest students to ask questions in accordance with the content to
be checked, so as not to digress and save time on new lessons.
+ For Writing lessons:
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This skill is rarely applied to regular classroom tests because it takes a lot

of time and is not suitable for testing. Therefore, to help children be more active
in learning Writing skills, teachers can redesign some of the content to avoid
students using reference books to cope with or offer forms. exercises more
suitable as sentence building, sentence transformation ... for you to do then the
teacher corrects and gives you some marks or points in groups.
Example: Writing unit 5 - English 10: Task 4Guided sentence building
How to do it: After I suggest helping students get the necessary
vocabulary and ideas, I ask students to work individually, build the sentences
using given words. After 8 minutes, teacher collects students’writing, gives
feedback and marks.
Task 4: Write a set of instructions on how to operate a TV with a remote
control. Use the suggested words to build sentences (Writing unit 5 - English
10)
1. If/ you/ want/ operate/ TV/ remote control, /you/ sure/ the cord/ plug
in/ the main/ turn on.
2. turn on/ TV, / press/ power.
3. select/ programme/ press/ programme.
4. watch / VTV1/VTV2/VTV3/VTV4, /press/ number/1/2/3/4
5. adjust /volume/ press/ volume.
Suggested answer:
If you want to operate a Tv with a remote control, you will be sure that
the cord is plugged in and the main is on.
To turn on the TV, press button “ POWER”.
To select programme, press button “ PROGRAMME”.
To watch VTV 1, VTV 2, VTV 3, VTV4, press number 1,2,3,4.
To adjust Volumne, press the button “ VOLUMNE”.
For this kind of exercise teacher can examine student’s writing skill as
well as their grammatical knowledge.
- Teacher gives students about 5 sentences and student will get 2 points
for each sentence. Teacher gives students 5 handouts for 5 students, then ask

them to do the task in 5 minutes, after that teacher collects the answers and gives
feedback and marks.
+ For grammar class (language focus):
For the new lesson, I often redesign some of the textbook exercises (to
prevent students from using the manual to answer) and also add some multiple
choice exercises in production. Then ask students to come up to the board to get
points or collect some of their lessons to score.
For example, Language focus Unit 5 - English 10 in the production part,
I put in a multiple choice test to check students' understanding while
strengthening their knowledge about using Relative pronoun: WHO,
WHOM,WHICH, THAT, WHEN…
Exercise 3: Choose the best option ( Unit 5 – E. Language focus English 10)
1. A clock is an instrument………tells you the time.
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A. who
B. which
C. what
D. where
2. A fridge is a machine ……….is used for keeping food fresh.
A. which
B. when
C. who
D. whose
st
3. April 1 is the day ………is called April Fool’s Day in the West.
A. that
B. when
C. which

D. who
4. A nurse is a person ……….looks after patients.
A. who
B. why
C. whom
D. whose
5. A teacher is a person……..gives lessons to students
A. whom
B. which
C. who
D. what
Suggested answer: 1B, 2A, 3B, 4A, 5C.
Thus, this is a form of examination that promotes the activeness and
activeness of students, reducing stress in oral examination and promoting
innovation in assessing both forms of autism and monitoring. Test, just take the
oral points, just review.
Another kind of exercise to have a quick oral points for student in
grammatical lesson I often use is a word form exercise like this.
- First teacher introduces students the use of adjectives ending with -ed
and- ing.
• Adjectives ending in –ing tell you about the nature of something
My job is boring
The film was disappointing. I expected it to be better.
• Adjectives ending in –ed tell you how someone feels about something.
I'm not satisfied with my job.
Julia is interested in politics.
I'm bored.
• Other adjectives ending in –ing and –ed are:
Fascinating - fascinated
Exciting - excited

Amusing - amused
Amazing - amazed
Embarrassing - Embarrassing
Terrifying - terrified
Worrying - worried
Exhausting - exhausted
Astonishing – astonished
- Then teacher gives students some exercises to check their understanding
as well as motivates them with some oral points by asking them to do this word
form exercise.
Exercise 1: Use the correct word form to comolete the following sentence:
1. We were all (horrify) when we heard about the disaster.
2. Awareness (embarrass) when you have to ask people for money.
3. Are you (interest) in football?
4. I enjoyed the football match. It was quite (excite).
5. It was a really (terrify) experience. Afterwards everybody was very (shock).

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6. I had never expected to be offered the job. I was really (amaze) when I was
offered it.
7. The kitchen hadn’t been cleaned for ages. It was really (disgust).
8. Do you easily get (embarrass)?
Suggested answer:
1. horrified
2. embarrassing
3. interested
4. exciting
5. terrifying

6. amazed
7. disgusting
8. get embarrassed
d. Research results:
In order to evaluate the effectiveness of the application of this topic, I
compared and statistics the results as follows:
d.1. The year does not apply the topic:
- Their oral test scores are not high, many children have a bad score
(because they are lazy to learn old lessons).
- Their grade point average is lower.
Statistics of oral examination scores for the first semester of the 2019-2020
school year
Result before applying the research
The 1st term -School year: 2019-2020
Cla Number
Good
Rather
ss
of
Amoun (% Amoun (%)
students t
)
t
10A6
40
0
0.0
10
25.
0

10A7
42
0
0.0
9
22.
0

Average
Amoun (%)
t
25
62.
5
17
41.
0

Weak
Amoun (%)
t
4
10.0
16

38.0

d.2. Year of application:
- After half a year of applying this new method, most of my students have
a higher oral test score than the previous year, the number of children with poor

grades is very low, no one has a score of 0.
- Grade point average of the semester is also significantly increased.
Results after applying the research in teaching
The 2st term School year: 2019-2020
Cl Number
Good
ass
of
Amoun (%)
students t

Rather
Amoun (%)
t

Average
Amoun (%)
t

Weak
Amoun (%)
t

14


10A6

40

8

20.0 17

10A7

42

6

14.0 18

44.
0
43.
0

13
10

31.
0
24.
0

2

5.0

8

19.0

The above tables disclosed that the good students accounted 0 percent
after applying the research in teaching helps students interested in increased
14% to 20%, rather students accounted from 20-26 % increased 19-30 % and
bad students decreased just 5 -19%.
* Lessons Learned:
However, in order to apply these improvements effectively, a very careful
preparation of teachers is required. Teachers must redesign Exercise, Tasks in
the textbook, and add exercises that are close to the test questions and exams. In
addition, teachers must evaluate them fairly, objectively, and behaviors must be
sensitive, encouraging them to be timely. While checking students' lessons,
teachers must have a way to attract other students to participate to solve the
problem, avoiding the situation of teachers asking questions with a person.
Teachers set up a system of questions for the whole class to think and mobilize
knowledge, thus being able to test the knowledge level of students in the class.
III. CONCLUSIONS AND SUGGESTIONS:
1. SUMMARY OF THE MAIN FINDINGS
The issue of reforming educational methods must be associated with
innovation and assessment, in which innovation of oral examination is an
extremely important and urgent step that teachers must regularly implement to
improve quality. the amount of education and promotion of students' activeness
in the process of acquiring knowledge. Obviously, after a year of applying this
topic, I realized that the classroom atmosphere was lively, their learning attitude
was highly self-conscious, they no longer had the idea of learning only to cope.
Moreover, students' learning results have also improved significantly. That is
also the motivation for me to be more enthusiastic and excited in the teaching
hours. Through regular oral tests like this, I will discover students' abilities as
well as know which children are weak to help them in time to supplement their

knowledge and skills. In addition, it helps me to adjust my teaching process to
suit students' level of knowledge and awareness.
2. IMPLICATIONS FOR MORE EFFECTIVE
Through practical teaching and implementation of this topic, I would like
to propose some things as follows:
1. To the school side:
- The school library should add more reference books for students and
teachers.
- Create conditions for teachers to participate in many training courses,
workshops, seminars to improve professional capacity.
2. To the Department of Education side:

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- Funding to build a foreign language room. If our school has a foreign
language room we will have better conditions to encourage students to
participate in useful playgrounds such as organizing extracurricular activities,
English-speaking clubs…
- Organize many topics at district level so that teachers can participate in
learning and exchanging experiences.
- Regularly organize training courses for teachers to have timely access to
new changes.
3. LIMITATIONS AND SUGGESTIONS FOR FURTHER
RESEARCH
The study still has some limitations. First of all, this study is very small –
scale, which focuses on only the way students motivate the lessons. Secondly,
the study basically bases on one source of data, questionnaires, which might be
subjective on the side of the informants, so the researcher can not guarantee the
reliability of the information collected.

4. CONCLUSION
The content that I presented above is just gathering, summarizing my own
experience, narrow scope of research, short time, little material, so many
shortcomings. But with the aim of improving the quality of education, I hope
this topic can contribute to improving the quality of assessment and evaluation.
Looking forward to receiving many valuable comments from teachers and
colleagues.
CERTIFIED BY THE HEAD OF
THE OFFICE

Thanh Hoa, June 30, 2020
I assure you that this is my experience
idea , do not copy the content of others

DO THI PHUONG

TRAN THI THUY

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IV. REFERENCES
1. Hoang Van Van textbook, teacher book, teaching manual of English10,
published by Education Publisher in 2006.
2. Le Thi Thanh Quy and Le Thi Diem Tu, a book of English lesson
design by the University of Education Publishing House, published in 2004.
3. Regular Fostering Materials for High School Teachers (2018) English
subject published by Education Publishing House 2018.
4. The 2008 ELTTP Methodology Course.

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