Some methods of effective english speking teaching for the 12 form students at le hoan upper secodary school

1. INTRODUCTION
1.1. The reason for choosing the topic.
Teaching foreign languages always fluctuates and changes according to the
general evolution of civilization and world culture - That is something that no
one can deny. Therefore, teachers who are taught this subject must always be
responsible and dedicated to imparting knowledge effectively to meet the
requirements of society.
Over the years of applying the innovative method of teaching high school
English subjects with the new textbook program, there have been many teachers
and teachers who have positive experiences and initiatives to actively serve the
teaching of English subjects. However, I realize that there are still problems that
arise in the reality of teaching in our school, but we ourselves, the teachers who
teach this subject, are always thinking and finding solutions. One of the issues
is: how to teach SPEAKING effectively to improve communication skills for
students, as well as improve the quality of teaching English in our school with
available teaching facilities.
In order to have good English speaking skills, learners must have a long,
regular speaking process with different forms and content, for example, if the
beginner learns to speak, teachers should start with sentences. short with a small
number of new words.Then gradually increase the longer sentences. However,
those are just people who want to practice good English speaking skills. For
high school students, they have learned from elementary and junior high school,
but most of them are not aware yet the importance of learning English, they still
take the subject lightly and when they are in grades 10,11,and even 12 they also
talk a lot about daily activities, biographies ... Even though they are still afraid
of speaking. When writing this experience initiative, I hope to contribute my
small part to help teachers gradually overcome these difficulties to conduct
teaching English speaking skills more effectively,students are more active in
acquiring, acquiring knowledge of the lesson and enjoying speaking skills.
Therefore, I chose the topic "Some methods of effective English speaking
teaching for the 12 form students at Le Hoan upper secondary school in

school year 2018-2019" as a research topic for my experience initiative.
1.2. Research purposes.

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When writing this experience initiative, I just hope to contribute a few of
my ideas, helping teachers gain the following experiences:
- How to organize a speaking lesson is as effective as drawing students into the
lesson period.
- Take steps for an effective oral lesson such as: Warm up: engaging and
inspiring students; Pre - speaking, While - speaking, and Post - speaking.
- Direct students to do the speaking exercises.
1.3. Subjects of the study.
- Conduct a practical study for grade 12 students of Le Hoan High School.
- From the status of studying speaking methods to improve the learning quality
for the brave students.
- The main research object that I apply this topic is two classes 12A3,12A12
school year 2018-2019.
1.4. Research method.
- Study references on speaking skills related to topics of textbooks.
- Research based on observation method: attending class time of colleagues.
- Research based on exchange and discussion: After spending time with
colleagues, exchange, discussion and learn from experience can be added to
your lesson.
- Research based on empirical method: Instructing colleagues to spend time then
exchange and learn from experience.
- Research based on survey method: Teachers ask questions to check and assess
students' understanding of lesson content.
1.5. The new points of experience initiative.

- Thanks to this theme,students feel more self-confident when speaking English.
- Sts can use structures they have just learn to make speaking sentences easilier.
- Sts can practise with their partners without shyness.
- Make time for colleagues to exchange and learn from experience
- Test to evaluate the results to see if students have acquired the knowledge
when speaking, so that there are reasonable adjustments and supplements.
2.THE CONTENT
2.1. Theoretical basis - practice:
- Some theoretical bases of teaching speaking lessons for the 12 form students at
Le Hoan High School.
Regarding the foreign language learning of Le Hoan High School students:
the entrance students are weak in all subjects, not only English. We all know that
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the purpose of teaching a foreign language is not to provide students with the
knowledge of that language, but the ultimate purpose of teaching foreign
languages in general, and English in particular is to teach students the ability to
communicate in English. Students' communication skills are shown through the
skills: Listening, Speaking, Reading, and Writing, English speaking skills of
students are formed through a learning and practicing process in an English
environment. In addition to learning in school, students must learn to practice
speaking themselves through different forms and methods. However, in fact,
most of students at Le Hoan High School have not yet done this and they are
very "afraid" of English so teaching them is very difficult and not simple at all,
especially their speaking skills are more difficult because their vocabulary is
almost nonexistent. Moreover,they come from the families that their parents are
farmers, so their foreign language learning conditions are still facing many
difficulties.
2.2. Basic factors directly impacting the effectiveness of the speaking lesson.

2.2.1. On the teacher side.
With innovative and positive teaching methods, teachers must play the role
of directing and controlling students to be active in the lesson time.
In order to have effective speaking lessons, teachers need to perform well
the following basic elements:
- Attract students in the lesson.
- Choose and flexibly use speaking techniques that are suitable for each lesson
content.
- Organize class, control students in groups and allocate time appropriately.
- Use the teaching aids, means of suitable speaking teaching to each lesson.
- Create teaching aids that are suitable for speaking lessons such as making
handouts, pictures, etc.
- With weak students, it is possible to split each part.
2.2.1.1. Speaking teaching method .
Each lesson content has a different teaching method, in other words, the
content of the speaking lesson governs the selection and application of
combined teaching methods and techniques. For example,the content of this
speaking part, students only need to understand the keyword, can also apply it to
practice speaking, but there are lessons that need to understand words and
structures in order to form a complete sentence. In short, we must always be
bright. create in the way of speaking to fit each content of the lesson.
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As for the classes I teach, I always look for methods that suit each content of
the speaking lesson, for example, I apply games in combination with the types
of exercises. Create your own pictures and exercises related to the content of the
lesson.
2.2.1.2. Equipment, utensils for teaching speaking.
+ The equipment needed for speaking skills.

- Illustrative paintings suitable to the content of the lesson (may be included in
the textbook or self-created teacher ...)
- In order to learn well the above-mentioned subjects are very necessary because
it supports teachers and learners a lot as the teacher attracts and attracts learners,
and learners find it easier to understand. when there are illustrations. Moreover,
teaching equipment is also an active means in innovating teaching methods,
motivating and inspiring students to learn.
2.2.2. On the students side.
In order to have a good speaking time, students need to perform well the
following basic elements:
-

Concentrate on the lesson of speaking (Pay attention to the teacher)

-

Before speaking, you must read through the requirements of the exercise to
understand what you need to say.

-

While speaking, you must understand what you are saying.

From the theoretical and practical basis above, along with my experience in
the teaching process, I bravely offer a few methods to teach effective speaking
skills through the topic:"Some methods of effective English speaking teaching
for the 12 form students at Le Hoan upper secondary school in school year
2018-2019". So the problem here for every teacher is to really innovate their
teaching methods in order to meet the current training needs and be aware of the
value of communication in the language in life as well as mastering how to

practice the type of lesson to improve oneself benefits the learners
2.3. Measures to be taken.
2.3.1. The importance of developing English speaking skills for students of Le
Hoan High School.
"Speaking" is one of the four important skills in teaching English so that
students can practise communicating quickly and effectively.
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Our high school students are not good at all four skills; listening, speaking,
reading and writing. Especially they are very afraid of speaking English during
class because of many different reasons such as embarrassing, reserved
psychology, afraid to laugh when they say wrong; Due to large classes, teachers
have little time to practise skills for each student. Having a good speaking
practice will help overcome these limitations.
Speaking skills help students to practise more in one lesson,implement the
principle in each language lesson: Old review - new practice. All new
knowledge is gradually evoked from the knowledge learned in the previous
lesson (lesson:Reading) to make students not afraid of new lessons (lesson:
Speaking).
while practising speaking, students can learn from each other, correct each
other's mistakes, and freely speak at their own pace without fear of teachers.
Through speaking practice, students acquire knowledge in an active way,
overcome the inhibition when only a few good students participate in the
speech, so it will attract all students in the class to participate in activities
including average or bad school students.
Strengthen students' ability to behave in different situations, create
excitement and confidence for students when they practise communicating in
English. Learnig hours will become fun, exciting and highly effective.
2.3.2. Advantages and disadvantages in speaking practice for students.

2.3.2.1. Advantage
Students with an innocent nature are ready to participate in the activities
of the lesson time when they are engaged in the activities.
Information technology is very developing in Vietnam, they soon have
access to computers, the Internet and get a lot of information from here.
Applying information technology in teaching is one of the easy ways to
attract students into learning the lesson content, making the lesson more vivid
through vivid pictures, clear sound and saving presentation time. Since then
students have been practising more.
2.3.2.2. Disadvantages.
There are many levels of different students in the class, most of them are
average and weak at foreign language.
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Speaking practice is usually done in pairs and groups, so the class is
easily noisy, disorderly, especially for class units with a staff of over 40 students.
Teachers do not observe all students, so some students take advantage of
the opportunity to speak in Vietnamese or work separately.
Teachers cannot detect and correct errors of students (because of large
classes, time is limited).
Therefore, it requires teachers to have good pedagogical methods, be
creative, always improve practice methods with many different forms, different
types of exercises suitable for each lesson content to inspire. interesting and
motivate all students to practice enthusiastically.
2.3.3. Methods of organizing speaking practice.
2.3.3.1. Introduce the purpose and practise of speaking skills to students
Speaking can be done individually or in pairs or groups. If practising in pairs
or groups, the teacher should divide the pair first to let the students know who to
practise with. If practising in groups, the teacher needs to know who the student

who is the leader of each group and at the same time specify the group's
practical tasks. Teachers must also ask for discipline when practising.
2.3.3.2. The practise of speaking must be systematic, continuous and follow the
motto from easy to difficult.
This part requires teachers to be creative, redesign, adjust the layout of each
task (if necessary) to highlight the focus and create opportunities for speaking
practice for students.
2.3.4.Some illustrative examples and exercises.
2.3.4.1. Some illustrative examples.
Example 1: Unit 3- Ways of socialising- Lesson Speaking (p33,text book 12)
Task 1:
The teacher asks students to read the request of Task1 and say how to do it in
front of the class.
Teachers read samples of short dialogs. Students listen carefully.
Teachers provide new words if there are any. The teacher then lets students
practise reading patterns with the teacher. Attention should be paid to the
expressiveness of the compliment and the response to the compliment.

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Teachers organize students to work in pairs to practise reading conversations
for a period of 3 minutes. While students practise reading, teachers walk around
the classroom to help if they need.
When the teacher is out of time, call students to read the conversation before
the class. Teacher gives the comments.
Then the teacher divides the class in half and asks one side to find the answer
for the compliment, the remaining one finds the answer to the compliment and
asks for feedback and then writes on the board as follows:
A (Giving compliments)

- You really have a beautiful blouse

B ( Responding to the compliments)
- Thank you,Phil.That is a nice
compliment
- Your hair style is terrific, Cindy!
- Thanks Peter. I think I’ve final
found ……………..
- I thought your tennis game was a lot - You’ve got to be kidding! I thought
better today, Tony!
it was terrible.
At this point, students can clearly distinguish how to give praise (information
in column A) and how to respond to praise (Column B). From there, students
(including weak students) will easily do the next Tasks, such as Task2 asking
students to complete the conversation by giving compliments. The teacher asks
to emphasize what needs to be improved with the question: What useful
language can you use to do the task?
Practice: Need to follow the motto from easy to difficult. Teachers offer
different types of exercises such as substitution drills, using prompts or picture
cues or language games for students to formulate the materials they have
learned.
Free Speech: Teacher creates situations, contexts, topics for students to
practise speaking in pairs or groups. In this part, teachers can use pictures,
photos inside and outside textbooks or topics close to them such as
complimenting friends who have just bought a new shirt, talking about the
career that they plan to do in the future ... so that both ensuring the requirements
of the lesson, both effective and stimulating students enthusiastic practice.
Example 1: Unit 6- Future Jobs - Speaking (p 66,text book 12)
Task 1: Match a job in column A with at least two descriptions in B
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if teachers do not pay attention to the design of teaching activities, they will
lose opportunities to practise speaking for students because the requirement of
the task is only to connect each occupation in column A with 2 descriptions of
suitable profession in column B. Accordingly, the teacher will stop when
students complete the connection such as:
A doctor connected with the description is take of people’s health + help save
people’s lives.
But in my opinion, we should design teaching activities as follows:
- Guide students to understand the content of Task 1 by asking some open-ended
questions: Now, Look at the table and tell me
1. How many jobs there are in column A? Ss: There are four
2. How many descriptions there are in column B? Ss: there are eight
So work in pairs. Match a job in column A with at least two descriptions in B
within one minute.
- Teachers walk around the classroom to help students if they are necessary.
When the one minute was up, the teacher leads students to a new activity with
the question: Have you finished matching? (Ss: yes). T says: Let’s practise
speaking. (T explains that) when 2 students to practise asking answering about
the jobs, all of you have to listen and check their matching.
- Teachers can suggest a modelly question and answer session.
S1: Could you tell me what a doctor often do?
S2: A doctor is a person who takes of people’s health and helps save people’s
lives.
- Afte students have finished speaking, it also means that they have completed
the task 1. Note that when each pair finishes, the teacher should ask the whole
class or a specific student to comment on the content that the pair has just done
whether it’s right or wrong and then check the answer and give appropriate
compliments to inspire students in the following Tasks.

Example 2: Unit 3- Ways of socialising- Lesson Speaking (p33, text book 12)
- After giving students practice to do the tasks required by textbooks, the
teacher can give a practical situation for students to apply the knowledge they
have just learned. The situation is as follows: Teacher opens a ring box and takes
out a ring.
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T says: I have just bought a ring
The teacher divides the class into 2 teams, asking students in the 1st team to
give the compliments and the students in the 2nd team instead of the teachers
respond to the team's compliments. The teacher then takes another scenario and
asks Team 1 for Team 2 to reinforce the students. So with this method, students
will be able to memorize knowledge faster and longer because to students,
“Listening will quickly forget, look will remember forever”.
Points to keep in mind when practicing speaking skills
Speaking practice is to provide students with real-life communication
opportunities. Teachers should encourage students to follow the guideline of trial
and error. Children should not be pressured, they will carry heavy psychological
fear of making mistakes.
In practice, teachers have two main functions: one is to provide grammar
(sentence structure for speaking practice, vocabulary ...), help and solve difficult
problems about grammar and knowledge that they are learning. born encounter;
second is to monitor, listen and record the mistakes students make during
practice to correct the class after the students' speaking practice process.
Teachers need to make the most of classroom time, giving every opportunity
for students to use the language they have learned in a meaningful and effective
manner.
Choose topics that are easy to develop, suitable for psychology, age and
topical such as daily activities, good movies that are watched by people on TV,

about favorite sports you or about real people, real things.
Teachers can ask villainous questions to help students argue for more
excitement.
On the basis of training in the classroom, teachers need to encourage students
to practise speaking English at home, and practise regular communication when
possible such as meeting foreign visitors, relatives from the US, UK, Australia
return (especially those of the same age).
Example 3: Unit5-Higher Education -Lesson Speaking (p 55-text book 12)
To lead in the lesson, the teacher can ask students to look at pictures of
people's identity cards, transcripts, diplomas, birth certificates, etc. to answer the
question:
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- What is this?
- Students look at the picture and answer: That's an identity card. (If
students do not know how to say this word in English, teachers read and
write the word on the board and then let them repeat twice)
Continue to picture 2.
T: what do you call this in English?
Ss: a school report / a certificate/ a birth certificate
T: Are they the admission requirements for a tertiary institutions?
Ss: Yes, they are.
T: What do we need more?
Ss: …………………………..
T: To know more about the admission requirements for a tertiary institutions in
VietNam, let’s start our today lesson.
Example 4: Unit 6- Future jobs- Lesson Speaking (p 65- text book 12)
Teachers divide the class into two teams and guide the rules of "Bingo". Ask
students to prepare to discuss for one minute about the jobs they know in

English. After one minute of discussion, representatives of each team write up
their answers within one minute. Then the teacher checks the answers on the
board and counts the number of jobs each team has scored. The team that writes
more correctly will be the winner. Teachers congratulate the winning team and
lead into the lesson by asking: what job do you like to work, Tam? Why?
S1: I would like to work as a doctor because I want to treat and help many
people.
T: (call again another hs) What about you, Lan?
S 2: I would like to work as a pilot because it is an interesting job.
T: OK, good!
All of us have just heard that Tam wanted to be a doctor but Lan wanted to be
a pilot. I am sure that everyone here would choose for themselves a job in the
future with many different reasons. To know more about the jobs each of you
choose to work in the future, let’s start our lesson today.
New scene introduction: Speaking skills are usually done in the introduction
to the scene and the introduction of new structures through Dialogue build,
Concept checking…….
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In short, as the facilitator, organizer and guide students to perform the
communication task requires teachers to have the skills and art of teaching,
always creating flexibility in education to that student even said wrong but they
also found that they understand and are gradually improving. Avoiding
stigmatizing students or making them feel wrong is very bad. However, teachers
also need to handle quick correction or else it will take a lot of time in class, the
lesson will not finish, many other students will not have the opportunity to
practise.
2.3.4.2. Types of exercises are used for developing speaking skills
2.3.4.2.1.Yes-no question: A question to guess information

+ Teacher gives the title to practice.
+ Teachers provide some suggested words, background knowledge, teachers
model and let students speak freely.
2.3.4.2.2.Ask and answer :
+ Students can practise in pairs
+ If practising in groups, the leader group asks some questions, other members
of the group have the duty to answer.
+ Teachers can organize as a contest: Answers are graded based on language
accuracy, as well as information.
2.3.4.2.3.Dialogue:
+ Dialogue build: Teacher has basic suggestions or pictures showing -> students
build conversation and practise speaking
+ Disapearing dialogue: Students practise conversation in writing that the
teacher has erased a word and phrase (each word is a word)
Example : S1 : What ______ ______ like?
S2 : I ______ ______ very much.
-> When students have met the requirements, the teacher will erase all the lines
written, on the board has only the lines are drawn -> students can repeat the
lines themselves
As the example above is only:
S1 : _____ _____ _____ _____?
S2 : _____ _____ _____ _____.
2.3.4.2.4. Substitution drills:
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+ Replace speech or grammar, vocabulary learned with new lines, grammar and
vocabulary.
+ The teacher asks students to turn words and words to turn to practise in a
chain-style way.

+ Teachers can use word board: Write the words on a cardboard and raise them
quickly for students to observe. Ask the students to replace the word in the
necessary positions in the sample sentences to create new sentences.
2.3.4.2.5.Chain drills:
+ Teachers raise topics to practice.
+ The teacher starts by asking a question to a certain student. The student who
answers the teacher's question is then asked to ask another question for the next
student. This student is responsible for answering and asking a third friend, so
this chain practice continues.
+ Questions that are topical but may not need to develop into instant speech.
2.3.4.2.6. Picture stories :
+ Teacher collects sets of pictures, photos with content suitable with the
curriculum.
+ Teachers model, play roles in comics, use words in pictures to make words for
the characters. Students observe and then practise playing the role according to
the characters in the picture.
+ Teachers can suggest by questions as follow:
“ What is happening in picture A?”
“ What do you see in picture B?’’
+ The teacher may ask the students to rearrange the pictures according to the
order of the story details. -> Students then look at the picture and retell the
main content.
+ The teacher can ask students to put pictures into words: Write the story into
cardboard, pictures and jumbled jumbles -> Ask students to observe and match
the picture so that the order of the circumstances taught in the picture is the
order of the words on the cover
2.3.4.2.7. Groupings:
- Teachers divide the class into groups. Give each group leader a list of words
and phrases by topic. The task of the other students is to add other words and
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phrases to each topic.
- The leader of the group controls how many words and phrases the members of
the group find as much points as possible (each word must be accompanied by a
correct definition).
Example : Water sports.
1.Swimming :This is an activity which is the basic part of many
other aquatic sports.
2.Water polo :……
3.Scuba- diving :…………
4.Rowing :………
5.Synchronized simming:… 6.Windsurfing ……
2.3.4.2.8. Charactors :
- Role-playing games that reinforce students' understanding of the function of a
structure in more natural situations.
- Divide each group to play a scene according to the subject the teacher requires:
For example: - Gather information for a package holiday.
- Complain about changing to a new clothes bought the day before.
- Story at a general clinic ...........
2.3.4.2.9. Mapped dialogue:
- Teacher introduces context and requirements of the activity.
- Teacher writes a few words to suggest or draw pictures on the board.
- The teacher presents the conversation based on the suggested words or
drawings.
- Practice conversation with the class.
- Students practice in pairs.
2.3.4.2.10. Discussion: (Discussion for students with relatively high knowledge)
-Teachers raise issues to discuss (Example: about football, about a famous
person ....)

- Groups discuss, discuss and exchange their views in minutes. Then one
member of the representative group reported back the whole opinion of the
group. Finally, let the students of the whole class discuss this issue.
2.3.5. Lesson plan of English 12
UNIT 12: WATER SPORT
B. SPEAKING LESSON
Period:69
I- Ojective:
+ By the end of the lesson, Ss will be able to:
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- Speak about some water sports fluently
- Give opinions and preferences about water sports
II-Teaching aids:
- English textbook , pens, pictures
III-Method:
- Integrated, mainly- communicative.
IV-Anticipated problems:
-Ss may have difficulty in speaking in right rhythm beacause they are not
confident enough.
V- Procedure.
Teacher’s activities
Warm up(3 minutes):Pictureques
- Ask students to keep book close
- Says: “In just one minute, look at
the pictures and write down on a piece
of paper a list of equipments which
are used to play with these types of
water sports”

- Asks students to work in groups
- Call on the representative from each
group to write down their answers
- Give correction
- Congratulate the winner
Before you speak (5 minutes)
*Pre-teaching vocabulary.
-Synchonized swimming(n).
T explains the meaning of the new
word.
- Scuba diving (n). T explains the
meaning of the new word.
-Wind-surfing (n). T uses a picture to
teach this word.
-oars(n).T uses a picture to teach this

Students’ activities
Warm up(3 minutes):Pictureques
- Keep books close
- Listen to the teacher
- Look at the pictures and try to write
down some equipments of water
sports (ex: ball, air- tank, mask, fins,
oars, boat, board, regulator, wet suit,
sail ect. )
- Listen and repeat orally
- Copy down

Before you speak (5 minutes)
Take note

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word.
-Air tank(n). T explains the meaning
of the new word.
-Rugulator (n). (explaination)
-Fin (n). (drawing).
-mask (n)(real)
- Read aloud three times and ask ss to
repeat in chorus and in individual
- Call on some Ss to repeat aloud
individually
Checking technique: Rubout and
Remember
II.While you speak: (30 minutes)
1. Activity 1: Task 1 (10 mins)
- Ask students to look at pictures and
match them with names of water
sports and retell names of each sport
KEYS:
1. Swimming
2. Water polo
3. Synchronized swimming
4. Windsurfing
5. Scuba- diving
6. Rowing

Chain game:work individually

- Explain to ss how to join the game:
Each student makes one sentence like
sample and the student with longest

Listen to the teacher and repeat.
Read individually

II.While you speak: (30 minutes)
1. Activity 1: Task 1 (10 mins)
-Look at pictures and match them
with names of water sports and retell
names of each sport

- Correct pronunciation themselves
1. Swimming
2. Water polo
3. Synchronized swimming
4. Windsurfing
5. Scuba- diving
6. Rowing
- Listen to the rules of the game
- Work independently

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sentence will be the winner.
- Calls some students to speak the
sentence like:
I like (swimming)

I like (Swimming) and .....
I like....... , ........... and .....
(Note: To make the game more
interesting, T should encourage ss to
gain the winning )
Correct
pronunciation
and
congratulate the student with the
longest sentence.
2. Activity2:Task 2: work in pair(13
mins)
- Ask students to look at the table and
talk about each type of water sports
- Ask ss to look at the table to
understand what the table means
- Run through the table to help ss with
new words if have
- Ask ss to work in pairs to ask and
answer about the types of water sport
in the table
T may ask some Qs like :
1- How many columns are there in
the table?
Ss: 4 columns (they are types of sport;
Place; Equipment required to play
with; Number of players)
2- How many types of water sport are
there?
……………………………………

- Elicit how to make a conversation :

2. Activity2:Task 2: work in pair(13
mins)
- look at the table to get what the table
means

- work in pairs to ask and answer
about the types of water sport in the
table

- Practice speaking in front of the
class.

- Join into T’s correction.

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A (asking): Which type of sport do
you like (playing)?
B (answering): I like water polo
A:Could you tell me something
about this sport?
B: Well, Water polo is played in a
pool. It is played with a ball. People
play it in a team
A: Oh, I see. Thank you.
- Call some students to practise
speaking model converstations

- Go round and help ss to make
conversaion
- Ask students practise in pairs
- Call some pairs to present in front of
the class
- Give comments on ss’ pronunciation
Task 3 : Express your preferences
(7 mins)
- Ask students to keep in pairs to talk
about their favourite water sports
following examples:
I prefer scuba- diving to water polo
because it is adventurous and
exciting. I like watching the under sea
world, but I’m
afraid of being
attacked by sharks.
- Remind ss the form:
S + prefer + N/ V-ing + to + N/ Ving: thích (cái gì/ làm gì ) hơn (cái
khác/ việc khác)
- Go round to provide help
- Call some students to speak loudly

- Listen to the teacher
- Work in pairs

Task 3 : Express your preferences
(7 mins)
Work in pair.

- Look at the picture and expess
preferences

- Copy down

- Expess preference in front class.
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in front of the class
- Correct pronunciation and gives - Join into T’s comments
comments
- Give marks if ss do better.
III. After you speak : (4 minutes)
III. After you speak : (4 minutes)
- Show 2 pictures of 2 water sports
(Canoeing; Snorkelling) and ask ss
to expess their preference.
Expess their preference
- Call on some ss to get their
preferences
Pay attention to the teacher’s
- Give comments
comments.
IV. Homework: (4 minutes)
IV. Homework: (4 minutes)
- Ask students to prepare Part CListening and do homework
- Write down the homework
2.4. Achievements after application of the topic.
When doing this topic, I conducted experiments in two classes 12A4, 12A6.

The results showed that the quality of teaching hours was higher, the number of
students who understood, took lessons and practiced communication skills
increased significantly. Most of the students find that their speaking skills are no
longer stressful, they are not afraid or afraid of being wrong and especially their
communication confidence increases a lot.
Speaking practice
Class

Rank

When the new method is
not applied

Class 12A3

Good

1 hs = 2.2%

4 hs =

The total
students :
45

Fair

11 hs = 24.4%

20 hs = 44,4%

23 hs = 51.1%

18 hs = 40%

Weak

10 hs = 22,2%

3 hs = 6,6%

Poor

0%

0%

Good

2 hs = 4.5%

5 hs = 11,5%

Fair

8 hs = 18%

15 hs = 34%

Class

12A12

After the new method is
applied

9%

Average

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20 hs = 45,5%

Average 24 = 54,5%

Weak 10 hs = 23%
4 hs = 9 %
The total
0%
Poor
0%
students:
3. CONCLUSIONS AND RECOMMENDATIONS
3.1. Conclusion.
Although there are many efforts to read, explore, share experiences from
colleagues, learn from practical teaching to draw some effective methods of
teaching English speaking skills at high school level, but I realize that some of
the issues raised in the topic are not deep enough,there are not many illustrative
examples. However, the issues raised in this topic are very common and

realistic, causing great passion for students in English. It can be said that this is a
useful document for every teacher, helping teachers (especially for newcomers)
to enrich the method of imparting knowledge to students in speaking teaching
period.
3.2. Recommendations.
3.2.1.For teachers:
- Continue to research reference materials
- Always learn from the experience as well as share experience with colleagues.
- Constantly self-study, fostering regularly through many different sources such
as via Internet, E-book ……….
- Actively invest in designing elaborate lectures that bring high results to
learners.
3.2.2.For the school:
- Invest in teaching facilities and equipment.
- Register to buy CD of the Ministry of Education once a year to achieve good
quality, standard. (Because of the characteristics of a scratched CD, one disc
cannot be used for many years, affecting the quality of teaching hours)
- Encouraging teaching teachers to write experience ideas.
- Create favorable conditions for teachers to participate in professional seminars
and improve professional skills.
3.2.3.For the education sector:
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- Increasing the organization of seminars in clusters and provinces to expand the
opportunity to share teaching experience for all English teachers or
representatives of each attending school, then to deploy used in the group.
- Building a portal on teaching resources such as: Experience ideas topics won
the prize, high availability should be widely applied in the whole province …
- During the process of implementing the project, it is inevitable that the

shortcomings are looking forward to the comments of the management levels so
that I can perform the task better.
I sincerely thank!
Thanh Hoa, April 26, 2020
I swear this is my experience initiative I
write,I don’t copy the content of other people
Signature

CONFIRMATION OF THE HEAD TEACHER

Hoang Thi Nguyen

20