Organizing some speaking activities combining some related topics in english textbook 10 encourage students to learn speaking skill easily

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THACH THANH I SENIOR HIGH SCHOOL

EXPERIENTIAL INITIATIVE

Organizing some speaking activities WHICH COMBINE
some related topics in English textbook 10 encourageS
students to learn speaking skill EAGERLY

Author: Mai Thị Thùy Hương
Occupation: Teacher
Experiential initiative on: English

THANH HOA YEAR 2020


CATEGORY
I. Introduction
1.1. Reasons to choose the topic
1.2. Purposes of researching
1.3 Research subjects
1.4. Research methods
II. Content
2.1. The theoretical basis of the experience initiative
2.2. Actual situation before applying experience initiatives
2.3. Innovative experiences or solutions used to solve problems
2.4. Good implementation of the process of teaching readings
3. Proposals
4. References books

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1. INTRODUCTION:
1.1. Reasons to choose the topic:
Vietnam is on the way to integrate with the world and regional
countries, the country is transforming itself in a market economy English is an
international language of communication, widely used in many fields such as
economics, science, medicine, engineering ... worldwide. Hence, the English
subject has been taught in schools: elementary, junior high, high school ... the
teaching and learning of foreign languages are increasingly important.
Nevertheless, in the process of teaching and learning teachers and students
Facing a lot of difficulties in many aspects: Part of our students are farm
children, parents' concerns are limited, most of them are still weak in learning
ability. On the other hand, they are not really aware of the need for foreign
language learning, leading to their poor quality of learning. From the fact that
improving the efficiency and quality of education is extremely urgent, the

innovation of teaching methods is an issue mentioned and raised by the
education industry.
Good English speaking will encourage students to be passionate,
confident in learning more and reinforce other skills such as reading, phonics,
vocabulary, grammar. Actually learning English speaking skills well, foreign
language learners must have a regular, long-term speakinging practice with
different situations and people.
As we all know, in the past, according to the old teaching method, teachers
played a central role in transmitting knowledge while students were passive
recipients of knowledge. This method has little educational effect, it is no longer
suitable for the development of our country today. Now the requirement of
innovating teaching methods to promote students' activeness is that students
must be self-proactive and creative, take ownership of knowledge. To
accomplish this requirement, teachers must be the ones who have a role in
guiding, controlling and organizing students' activities. Therefore, applying new
methods always requires every teacher to make efforts.
Organizing speaking activities is a new teaching method that has been
applied by many teachers in the student's practice section to help students
towards active learning, against passive habits. At present, English requires
students to practice communication skills or to speak more correctly, listening
and speaking skills are especially important. After many years of teaching with
new methods, I myself have learned from experience: group activities contribute
to enhancing communication and exchange of cooperation between students.
Organizing group activities is one of the important stages in a themed lesson.
This will help them be active, positive, attract all participants, save time for
introducing new lessons and also create conditions for teachers to work as
private instructors. mentoring. Because of these reasons, I am going to write this
topic: “ Organizing some speaking activities combining some related topics in
English textbook 10 encourage students to learn speaking skill easily”
1.2. Aims of the study:

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Through the years of directly teaching English in high school, I have realized the
fact that the majority of high school students, especially in mountainous areas,
are afraid to study English, often feeling heavy. during school hours. Therefore,
the lessons to prepare for the National High School exam are a difficult
challenge for them. Especially the "Speaking" section exercise . Students are
usually shy and lack of confident to speak in front of others.
So, how to get students interested in learning foreign languages,
particularly English. How do I learn English to become a class that I look
forward to and do not have to wait impatiently for my time out of boredom?
How can you speak and understand simple English sentences naturally? It is a
number of my concerns in the teaching process, so I always try to find and think
to find the most effective solutions to make my lecture attractive to students, It
is also aimed at improving the quality of subject teaching on the basis of
improving teaching methods, taking learners as a center.
Speaking skill in high school exam in English The subject of English
"scares" students with long and short sentences with strange words and difficult
ways of writing. Therefore, to conquer this form, we must have appropriate
methods.
Stemming from practical teaching for many years as a teacher of English, I boldly
draw some experience to write experience with the topic" Organizing some
speaking activities WHICH COMBINE some related topics
in English textbook 10 encourageS students to learn
speaking skill EAGERLY”
1.3 Objects of the study:
The topic revolves around the study of teaching and learning English speaking
of high school teachers and students in grades 10, 11 and 12 in Thach Thanh I
high schoolI. But the object of typical research that I have boldly applied this

topic is 10C1 grade students.
1.4. Study method
+ Observation Method.
+ Research and Practice Method.
+ Synthesis method.
1.5. The new points of the initiative
In this information technology era, in addition to the activities and types
of textbook exercises, reference books, wed sites, I have designed and
implemented ones which are not in the textbook so that my students will have a
general view about speaking to promote their creation, to develop thinking and
ability to use English in spoken language and meet the need of the academic
examinations.
2. STUDY CONTENT
2.1. The theoretical basis of the experience initiative.
In Vietnam, collaborative learning methodology has been organized for a
long time, such as: "Learning without studying". After the August 1945
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revolution, we used to have the democratic learning movement "Popular
education" to study groups and groups. The movement: "Mutual advancement"
was launched by the Central Council for a long time in both the resistance and up
to now. In fact, in sparsely populated areas, such as remote areas, remote
mountainous areas, we have organized classes of 2, 3 to 4 levels in a class. Such
combined classroom teaching is also based on the same level of group teaching
organization.
In the last years of the twentieth century, group learning in Vietnam always
took place in many different forms: such as self-governing group, study group, in
some subjects such as gymnastics, handicrafts, music, foreign courses, club
activities etc. Recently, with the trend of innovating teaching methods towards

positive activities of learners, teaching theoretical researchers offer four basic
characteristics.
Therefore, researching and organizing organizations for students to study in
groups in the process of teaching English in high school is still a new and
interesting problem. This is an early issue in teaching to meet the requirements of
the innovation process for English in high schools today.
In Vietnam, collaborative learning methodology has been organized for a long
time, such as: "Learning without studying". After the August 1945 revolution, we
used to have the democratic learning movement "Popular education" to study
groups and groups. The movement: "Mutual advancement" was launched by the
Central Council for a long time in both the resistance and up to now. In fact, in
sparsely populated areas, such as remote areas, remote mountainous areas, we
have organized classes of 2, 3 to 4 levels in a class. Such combined classroom
teaching is also based on the same level of group teaching organization.
eaching through organizing independent activities of students.
- Focusing on self-study method.
- Enhancing individual learning in combination with collaborative learning.
- Combining evaluation of teachers and self-assessment of students.
However, the application of small group collaborative teaching is not simply
applied mechanically to the teaching process. It depends on the subject, the
learning conditions, the object of the student, the nature of the lesson and the
pedagogical capacity of the teacher who organizes this form effectively.
Therefore, researching and organizing organizations for students to study in
groups in the process of teaching English in high school is still a new and
interesting problem. This is an early issue in teaching to meet the requirements of
the innovation process for English in high schools today.
2.2. Actual situation before applying experience initiatives
+ Difficulties for students:
The level of students is uneven. As mentioned above, there are many
students with deep and wide knowledge of English but many students have not

heard well even some of the most basic communication questions such as asking
age, home , accommodation.

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Some of the topics mentioned in the program are quite strange for
mountainous students: Technology and you, Undersea World, Conservation,
National Parks, Cities.
Some students have very little lower grade vocabulary so there are not
enough words or words to complete the Tasks.
+ Problems of students:
Most students are good and conscious of learning.
Classroom atmosphere is very lively when students meet familiar and familiar
topics such as "School talks", "Music", "Films and cinema", "The World Cup" ...
Because the level of students is not equal, for a limited time, students have
completed the requirements of the reading exercise but there are also students
who have only completed 50% of the work and even 30% .
2.3. Innovative experiences or solutions used to solve problems
2.3.1 Activity 1: English Speaking Club
- General description: Students have chances to practise speaking and listening
skill through interaction in pairs and in groups.
- Aims: + Develop speaking and listening skill
+ Develop teamwork skills and discussion and argument skills.
+ Create the environment in which students can express their
knowledge, creation and problems.
- Time and place: once a month.
- Participants: teacher and students
- Condition: Class room, computer, …
- Content:

+ Unit 9: Undersea World
+ Unit 10: Conservation
+ Unit 11: National parks
Main topic: Nature and Conservation
Step1: Teacher gives students some information or suggestion to organise an
interesting consevation such as:
Group 1:

- Suggestion : Below are some actions that should be taken to protect our
oceans.
+ I think action is the most important because if we learn all about the oceans,
we can/we'll understand their values and try to protect them.
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+ We should learn all about the oceans.
+ We should not use herbicides, pesticides and fertilizers that harm the
environment.
+ We should not fish for species that are limited, threatened or endangered.
+ We should dispose of fishing lines and nets properly.
+ We should keep only the fish we will eat and release the rest.
+ We should place rubhlish and plastic bags in proper dustbins.
+ We should use watter sparingly and should not pollute it.
+ We should choose our seafood responsibly.
Step 2: Make a model:
- Model 1: conversation
A: Whales and sharks are still hunted for food, medicine, and other products.
This has a negative effect on species and ecosystems, and can also impact the
climate..
B: The best solution to stop whaling is educating the population about the issue.

A: We also should raise awareness about whale-hunting and its negative
consequences.
C: Countries should tell the people how the ecosystem and environment are
affected by whaling so more people would understand and know about the
problem and take action.
A: And all governments should have laws that prohibit the hunt for these
endangered sea animals for any purpose. And I think restaurants in the world
don't serve the food made from these animals' meat.
- Report to the class what your group has discussed.
Model 2 : Representation
My group has discussed the threats to beaches which are now being polluted
with all kind of rubbish such as plastic bags, pieces of glass and cigarette
butts, ... . And we think that in order to rescue beaches, we should clean them up
and at the same time tell everybody not to litter them. Besides these, we should
educate people how important a healthy environment can be to our life! And this
project should be carried out in schools so that small school population can get a
good habit of conserving environment from early ages.
Model 3 : Representation
My group has discussed the consequences of whale-hunting such as climatechanging, the existence of sea animals… And we think that in order to rescue
whales, we should educate the population about the issue and raise awareness
about whale-hunting and its negative effects. Besides, all
governments should have laws that prohibit the hunt for these endangered sea
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animals for any purpose. And I think restaurants in the world don't serve the
food made from these animals' meat. These solution should be taken in action as
soona s possible to protect the whale.
Group 2:

- Teacher lets student discuss about the facts, the reasons and some solutions to
these problems by devide them into different groups. Then gives them their duty.
The fact:
+ Man and most animals need a constant supply of water to live. Farmers need
water for their crops.
+ Hydroelectric dams hold back needed water and provide power for homes and
industries.
+ Frees, grasses, and other plant life play an important part in the natural
circulation of water, and thus help conserve it.
+ Without plants, most water would run off as soon as it falls, taking away
valuable soil.
+ Rapid run-off would cause frequent Hoods and leave little water during dry
seasons.
Problems:
+ The loss of forest
+ About 5,000 species of plants and animals arc eliminated each year
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+ Air, water pollution.
+ Global warming.
+ ……….
Solutions:
+ Build more national parks and zoos.
+ Give laws.
+ Improve the knowledge and awareness about nature.
+ ……
Group 3: Give some places that help to conserve the nature in Viet Nam and in
the world.

Ex1: Cuc Phuong National Park, Vietnam
Cuc Phuong National Park is located 160 kilometres south west of Hanoi. It is
the first of Vietnam's nine national parks to be established, and it contains over
200 square kilometres of rainforest. Tourists go there to study butterflies, visit
caves, hike mountains and look at the 1,000-year-old tree. The best time to visit
the park is during the dry season, from October to April, when the rainy season
is over.

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Ben En National Park
This park is located in Nhu Thanh and Nhu Xuan districts, 36km from
Thanh Hoa City
This park is located in Nhu Thanh and Nhu Xuan districts, 36km from Thanh
Hoa City. It is firstly established in 1992, and then expanded to now encompass
an area of about 16,634 hectares, including 8,544ha of primary and recovered
forest. This place is not only a protected breeding ground of many rare creatures,
but also an attractive destination for ecotourism with its poetic and majestic
sceneries.
2.3.2 Activity 2: A day as a jounalist
- General description: a group of students participated in a video clip about their
classmates' interests. In that report, you have to discuss all the relevant
information and the reason. These reports are posted to the class group and
receive your comments.
- Aims: + Develop speaking and listening skill
+ Develop teamwork skills and discussion and argument skills.
+ Create the environment in which students can express their
knowledge, creation and problems.
- Time and place: once a year.

- Participants: teacher and students
- Condition: Class room, computer, camera, mobile phone…
- Content:
+ Unit 12: Music
+ Unit 13: Film and Cinema
+ Unit 14: The World Cup
Main topic: My hobby
Step 1: Provide a list of vocabulary & structures.
- Vocabulary
- Common structures:
o Like/Love/Enjoy + V-ing
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o Feel +adj
o Cheer sb up
- Teachers helps students to make question and answer the questions:
+ What kind of music does Ha Anh like?
She likes …
+ What does she listen to?
She listens …
+ What is her favourite band?
Her favourite band is …
+ When does she listen to music?
She listens …
- Students have a look at the table. Ask and answer in pairs.
Answer
Kinds of music
(1)
Reasons for listening to

(2)
music
Favourite band/musician
(3)
Favourite song/piece of
(4)
music
When listen to music
(5)
**Hint: Put 1 suitable word in the blank:
I really like (1)_____ because it’s very (2) _____. My favourite band is (3)
______. Their songs are really (4) ______ In my spare time, I often turn on my
mp3 player and listen to those catchy songs.
- Talking about things you like
I like/ quite like/ really like/ love/ enjoy + Ving
I am interested in +Ving
- Talking about things you dislike
- I don’t like/ hate + Ving
- Sample answers (answer in 2 sentences)
My favorite music is rock and I don’t really like jazz because it’s little sleepy.
I enjoy listening to pop-music and I can listen to some hit songs all day without
being bored.
- When someone talks about film, Teacher can give some guided question
that students can use such as:
+ What kind of film do you like?
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+ What do you think of….?
+ Which do you prefer, detective film or science fiction film?

Well, it’s difficult to say.But I suppose I prefer science fiction film to
detective film.
+ Where did you see …?
+ What kind of film is it?
+ Who are the main characters?
+ How do you feel about it?
+ Why do you prefer it to others?
Step 2: Making a model.
Model 1:
A: What kind of music do you like?
B: I like classical music.
A: Why do you like it?
B: Because it relaxes my mind much with its sweet and gentle tone.
A: What’s your favourite band?
B: I like the ATB with the famous singer Anh Tuyet.
A: What piece of music do you like best?
B: I like the "Nocturne in C" by Chopin.
A: When do you listen to this music?
B: I usually listen to this kind or music on discs produced by this band when I
feel tired or bad.
A: What kind of music do you like?
C: I like folk music.
A: Why do you like it?
C: Because it is relaxing and reminds me of the traditional music of our nation.
A: Who is your favourite singer?
C: It’s Ms. Ai Xuan, a famous folk music singer.
A: What's your favourite song?
C: It’s the “Trong Com”.
A: When do you listen to this music?
C: Whenever I feels bad or sad.

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Model 2:
B likes classical music but C likes folk music. B likes classical music because
thinks it can relaxe his mind especially when he feels bad or depressed.
Meanwhile C likes folk music because he thinks this music reminds him of the
traditional music of nation.
Model 3:
A : What do you think of horror films?
B : Oh, I find them really terrifying.
C : I don’t quite agree with you. I find them interesting.
A: What do you think of action films?
D:Oh. I find them really good fun.
E:I agree with you. and I find them even exciting.
A : What do you think of cartoons?
F : Oh. I find them interesting.
G : Yes, I agree with you. And I think them good fun.
A : Which do you prefer, thrillers or science fiction films?
B : Well, it’s difficult to say. But I guess I prefer science fiction films to
detective ones.
A : What about love Story films and cartoons?
B : For me, cartoons are more interesting because they give us relaxing minutes
after hard work.
A : Well, do you like horror films?
B : Oh , no. I think they are terrifying. I remember I had nightmares after I saw a
horror films long ago.
2.3.3 Activity 3: Learning English through songs:
- General description: Students learn English through songs on age-appropriate
topics and participate in music games, thereby practicing listening, speaking,

applying good structures / lyrics in songs. into communication activities.
- Aims: + The song brings comfort and joy to the learners, thus creating
motivation and interest for them to voluntarily participate in class activities in a
positive way.
+ Through the song, it is easy for students to understand paragraph
elements (vowels, consonants) and metaphysics such as stress, intonation,
rhythm, linking and swallowing.
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+ Students act as direct participants, so they take the initiative in
acquiring linguistic knowledge through the song.
+ Listening to songs helps students improve their pronunciation
naturally and improves their listening comprehension and speaking skills.- Time
and place: once a month.
- Participants: teacher and students
- Condition: Class room, computer, camera, mobile phone…
- Content: Music, Film and Cinema, The World Cup, cities, …
The formula to apply songs in class
In order to use the song as a teaching tool, teachers should plan in detail
the sequence of steps to use the song in the classroom. Ur & Wright and
Haycraft offer the following application steps:(Ur & Wright Process (1993):
1. Preparation: Record a song or the teacher can learn to sing a song. Have the
lyrics slide ready for class presentation, or you can use the handout with the
lyrics to give it to students.
2. Implementation steps:
Step 1: Turn on the tape or CD or the teacher sings the song a few times.
Step 2: Slide the slideshow with lyrics in front of the class or hand out the
handout with lyrics for each student in the class.
Step 3: Ask students to read through the lyrics.

Step 4: Turn the song up (or the teacher sang it again), asking students to look at
the lyrics and sing along.
In sum, good pronunciation not only helps learners become more
confident in communicating but also improves their listening comprehension
skills - one of the factors determining success in communication.
The basic elements of pronunciation are taught
1. Segmental Features
a. Consonants: including 24 consonants: / p /, / b /, / t /, / d /, / k /, / g /, / f /, / v /,
/ θ /, / δ /, / s /, / z /, / ∫ /, / з /, / h /, / t∫ /, / dз /, / m /, / n /, / η /, / l /, / r / , / w /, / y
b. Vowels:
+ Short vowels: / i /, / e /, / æ /, / ∂ /, / Λ /, / u /, / o /
+ Long vowels: / i: /, / ∂: /, / a: /, / u: /, / o: /
+ Double vowels (dipthongs): / ei /, / ai /, / oi /, / au /, / o∂ /, / i∂ /, / au /, / u∂ /, /
e∂ /
2. Suprasegmental Features
a. Stress
+ Word stress:
In English words with two or more syllables, there is always one syllable that is
different from the rest of the syllables in length, loudness and height. The
syllable is louder, the voice is higher and longer than the other syllables in the
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same word, so the syllable is stressed. In other words, the stress falls on that
syllable.
+ For example:
happy / ‘hæpi / stress falls to the first syllable
clever / ‘klevər / stress falls to the first syllable
+ Sentence stress:
In a sentence, stressed words are often pronounced louder and slower than the

rest. Sentence stress is very important, because when speaking, words that the
speaker stressed as well as the way they hit the stress on the same word can
completely change the meaning contained in the sentence.

Experience in reading comprehension test
Reading comprehension exercises to test the ability to read visually with
information to choose the correct option for questions about that reading. There
are requirements for main information (main idea), which get detailed
information (details).
Usually the questions require the candidate to choose the right
information about the data and the data (fact and data) included in the lesson
may also have more difficult questions, requiring students to understand the
meaning (implied idea) or the opinion, opinion (opinion) of the author on the
issue raised in the reading.
There are many different views on how to do lesson, here are some suggestions:
Quickly read a turn from start to finish. The purpose of this reading is to
understand the topic of the article and its outline. While reading, skip the new
word, not even understanding a sentence.
Read the questions carefully and all options A, B, C, and D, then
determine where in the reading there is information to help choose the best
option.
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When choosing an answer, always check step 2 again to make sure that you have
the right information for the question you are answering.
In order to choose the right answer plan, first of all, it should eliminate the
wrong plan (data, data ...) the plan has no information in the reading, the plan is
only partially correct to remain. The final sentence is the best.
It is necessary to thoroughly analyze all the options that the person has

proposed, because the best answer may be only one word compared to the other
options.
When making the best choice, you should not use your knowledge of
the issues discussed (or knowledge not covered in the reading). The best option
is the most accurate answer based on the information contained in the reading.
With the change of English exam structure, students should understand the
knowledge they have learned. Learn foreign languages in a "long-lasting
rainstorm" every day to practice and accumulate a bit. Learning foreign
languages on the basis of training 4 skills "listening - speaking - reading writing", and doing many basic to advanced exercises, mastering some
communication situations from the situations of daily life as:
- How to ask for directions
- How to respond to a compliment to more complex situations.
Note: How to arrange supporting sentences in a paragraph
Depending on the problem, the writer can arrange supporing words in 1 of the
following order:
From the most important details to the least important.
From the least important details to the most important details (as opposed to way
1).
According to the chronological order (what happens before the previous story,
what happens after the following).
According to the order of the work to be done (for example, if you are
instructing others to cook, you will only follow them to follow the steps: First,
remove the rice into the pot. Secondly, roll the rice. Third, remove the pot. In the
rice cooker (if cooking with a rice cooker) Fourth, plug the plug into the power
outlet Thursday, turn on the cooking switch.
In order of space. Often this order is only applied in a description of the
scene / place. For example, the topic requires you to describe your learning
corner.
In this case, you can start from any position: from outside to inside, from inside
to outside, from left to right, from right to left, from bottom to top, from top to

bottom ... depending on the angle. degrees that you observe to describe.
Finally, you can end the paragraph with an conclusioning sentence. Usually the
sentence is done by rewriting the topic sentence in a different form only.
II: CONCLUSION AND RECOMMENDATIONS
2.1.Controlresults:
In the actual teaching process, I have conducted empirical research on the
renewal of 11th grade English teaching methods - Standard program. The
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following results: * Experimental: I choose 4 classes 10 C5 10 C6, 10C7, 10C10
and divided into 2 groups: Experimental group: Grade 11B2, 11B3; Control
group: grades 11B5, 111B7
Good
Medium
Weak
Class Exellent
Class
size
number %
number %
number %
number %
10C5 42
15
31
16
38
11
31

0
0
10C6 40
10
25
13
31
17
44
0
0
10C7 40
9
23
15
44
17
33
0
0
10C10 38
10
30
13
36
15
34
0
0
After applying this innovation method for students in grades 10C5, 10C6, 10C7,

10C10 and through this experiment, I noticed in the lesson if applying the
innovation of speaking method to students then I myself have achieved
satisfactory results as follows:
- Most students can understand lessons right in class.
- The children showed interest in learning, confident in speaking.
- Students are no longer afraid to do speaking exercises.
- Students like to do this lesson.
- Students have learned some skills and how to do exercises.
- Students' speaking skills have improved.
- Create many situations that stimulate the students' logical thinking.
- Helping children improve their knowledge of culture, society and science
through readings.
I realize that using the innovative method to teach my students is a right
direction that can bring about quite effective results in the process of teaching
and learning high school foreign languages in current conditions.
2.
Experiences
drawn
during
the
implementation
process
After successfully applying this topic I myself have achieved remarkable results
and valuable experiences for myself as follows:
2.1. Teachers must always create a foreign language environment during
school hours and must use English as the primary language for communication.
Depending on grades and students, teachers can use short, simple, easy-tounderstand, easy-to-remember and easy-to-memorize English sentences in
speaking with others fluently and accurately.
Teachers should always encourage students to use the knowledge they have
learned to use in communication.

Teachers should integrate listening and speaking activities in the form of
"playing - learning".
While at home, guide the children to practice lítening newspapers or stories in
English via radio, television, listening to songs in English ...
By creating such foreign language environments, students can practice speaking
skills and other communication skills well.
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2.2. Teachers need the attraction, attract students to the content of the
speaking the form of activities, appropriate reading and teaching techniques for
each stage of a speaking lesson.
2.3. Teachers need to choose, use and coordinate flexible teaching
methods and techniques in the process of teaching hours. During the practice
stage after listening, in addition to the textbook exercises, teachers need to
provide appropriate and highly practical exercises.
2.4. During listening time, give students the opportunity to develop their
reading skills as well as practice it simply. Set out careful activities so that
students know the language and how to accomplish the task successfully
assigned.
2.5. Try to personalize as much personal activity as possible. This makes
listening and speaking practice practical and encouraging students to
communicate. Activities in groups and pairs must be organized scientifically.
Always ask why this activity must be done in pairs, in groups, if the goal is
achieved.
2.6. Teachers must have improved lectures to suit each student's level,
enabling weak students to confidently participate in exciting classes. Above all,
there is not much control over the class. If students are practicing and teachers
ask questions, students will not have the opportunity to practice. Summary: In
order to implement a lesson on how to make effective speaking, teachers should

note the following issues:
- Context needs to be clearly introduced.
- Need to create opportunities for students to practice the necessary skills
- For some songs with more complicated content, teachers try to apply well
the 3 steps of listening comprehension to facilitate students' ability to read and
understand language.
- Skills need to be flexibly coordinated in the process of reading.
3. Proposals
Teaching students to do high school exam reading is a difficult activity in
language teaching, so firstly the teacher needs to have proper awareness about
the skill as well as the steps to take a lesson in the right way. In order to get
students to be the center, teachers must improve teaching methods and
professional knowledge in many ways such as self-study in textbooks, programs
on the Internet, on television, learning through colleagues, participating attend
seminars and training courses.
The above are just some innovations that I myself have applied to teaching
- 10th grade English - Basic Board. That hope is just my little discussion to help
colleagues in the process of listening. The creative dynamism and enthusiasm of
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teachers is very important for the success of applying this method. I look
forward to the attention and suggestions of the leaders and colleagues
XÁC NHẬN CỦA HIỆU
Thanh Hóa, ngày 20 tháng 05 năm 2020
TRƯỞNG NHÀ TRƯỜNG
Tôi xin cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác.
Người viết

Mai Thị Thùy Hương

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4. References books:
1. “Speahing by speaking- skill for social competence” written by David.Dugas.
2.” How to speak” Bristish Council
3. How to speak Enlish well “ Nguyen Hong Anh
4. Top 12 ESL Speaking Activities for Kids | English Speaking Activity
5. Simple Ways to Increase Your speaking Speed | - Spreeder
6. Superb Speaking Activities That'll Get Your ESL Students Chatting ...

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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
Họ và tên tác giả: Mai Thị Thùy Hương
Chức vụ và đơn vị công tác: THPT Thạch Thành I

TT
1.

Tên đề tài SKKN
Nâng cao kết quả học các

Kết quả

Cấp đánh
đánh giá
Năm học
giá xếp loại
xếp loại đánh giá xếp
(Phòng, Sở,
(A, B,
loại
Tỉnh...)
hoặc C)
Sở GD ĐT C
2010-2011

ngyên âm đơn trong sách giáo
khoa tiếng Anh lớp 10 cơ bản
thông qua sử dụng hình ảnh
2.

và video
The simplest method of

Sở GD ĐT

C

2016-2017

Sở GD ĐT

C

2018-2019

teaching consonants in
English textbook basic class
10 boards helps students
3.

pronounce correctly
Some tips to help students be
interested and do well in
reading exercises in General
Certificate Secondary
Examination.

21