Some experiences of teaching english speaking skills for students grade 7 at secondary school (một số kinh nghiệm dạy kỹ năng nói tiếng anh cho học sinh lớp 7 ở trường trung học cơ sở)

APPENDIX

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SECTION

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Appendix

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1. INTRODUCTION

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1.1. The reason for choosing topic:

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1.2. Research purposes:

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1.3. Research subjects

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1.4. Research methods

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2. CONTENT

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2.1. Basis for argument

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2.2. The reality of the problem

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2.2.1. Structure of English textbooks 7

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2.2.2 The current situation of teachers and students

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2.2.3. Status of learning to speak English 7

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2.3. The solutions used to solve the problem

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2.3.1. Before speaking

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2.3.2. While saying

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2.3.3. After speaking (Speech)

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2.4. Result

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3. CONCLUSION

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1. INTRODUCTION
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1.1. The reason for choosing topic:
In the current period of national renewal, human resources play a very
important role. Therefore, improving the quality of comprehensive education,

training people to develop physically, intellectually, application capacity and
creativity is an urgent issue of education. The innovation of teaching methods
towards positive activities of learners is the task and responsibility of the whole
industry, of each school and of each teacher.
With that requirement, English subject in the period of integration and
development, boom period of information technology, it plays a very important
role, has it as a jewelry item, but in reality it is not. it is indispensable in daily
life, study and work. We realize that, in the pilot English program, we must use
language to communicate and work regularly. This is also the reason why
learning English at all levels is always interested by parents, students and
teachers. However, learning English is an effortful process, the efforts of both
teachers and learners must always improve their knowledge every day. To have
patience in learning English, teachers should arouse interest in learning a foreign
language, it requires creativity, mobility of teachers and rhythmic combination
of learners.
As an English teacher, I always research and think of effective solutions
and directions to help students gain confidence and apply flexible speaking
skills in the classroom. However, according to the program to change the new
English textbook, a book has both good content and form that satisfies topics
across four skills: Listening - speaking - reading - writing, each skill contributes.
important part. However, I find that speaking skills play a necessary role to
make the lesson more lively and students feel more confident. Although most
teachers know that, there is still no way to improve English speaking efficiency
in the lessons. Students themselves are also very shy to speak and not confident.
This leads to a very limited and ineffective English speaking performance in
class. So, how do we apply positive teaching methods to teaching English
speaking skills to help students confidently use English?
With many years of teaching experience, I have gained some experience
to improve my English speaking skills, which I think is effective. So I boldly
bring up the topic: "Some experiences of teaching English speaking skills for

students grade 7 at Secondary School".
1.2. Research purposes:
By presenting this topic, I would like to share my little effort to help
English teachers at the district's high schools get ideas about teaching speaking
skills that make lessons come alive and flexible. Besides, I also want to give
some methods suitable for activities in class. Furthermore, I would like to
contribute a bit of my effort to create the excitement of the English event.
1.3. Research subjects.
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The topic is applicable to students in grade 7 and teachers of English at
secondary school level.
1.4. Research Methods.
- Method of summarizing through work experience and teaching.
- Research, gather experiences. Thereby synthesizing assessment of the level of
awareness as well as the ability of students to absorb lessons.
- View pedagogical materials related to research issues on active teaching
methodology and teaching speaking skills in English subjects.
- Find out relevant information in teacher books, in books and articles and on the
Internet.
- Research based on observation method: attending class time of colleagues.
- Investigate, compare, analyze, synthesize.
- Experimental method: Instructing colleagues to attend the hour, then exchange
and learn from experience.
2. CONTENT
2.1. Basis for argument
According to the project "Teaching and learning foreign languages in the
national education system in the period 2017 - 2025" signed by the Deputy
Prime Minister on behalf of the Prime Minister, the Decision No. 2080 QD /

TTg approved, adjusted and supplemented. December 22, 2017. The main
purpose of the foreign language education system is to complete the innovation
of foreign language teaching and learning in the national education system.
Implement new language teaching and learning programs at all levels of
education, training levels, capacity building, foreign language use, meeting
needs and working. Strengthening the capacity and competitiveness of resources
in the integration period, contributing to building and developing the country,
creating a foreign language foundation for universalization by 2025, the
majority of young people will graduate from lower secondary schools. , colleges
and universities have the ability to use foreign languages independently. They
are confident in communication and learning, working in integration, multilanguage, multicultural environment; making foreign languages a changing
strength of Vietnamese people.
Therefore, learning English not only reads text and understands grammar
as before, but modern learners must master four skills: Listening - Speaking Reading - Writing and especially speaking English fluently, confidently will
useful service for work and life in harmony.
Therefore, to achieve the above goal, it requires innovation in teaching and
learning foreign languages in the curriculum. With the content, the training
program is suitable to overcome the limitations and difficulties that students face.
Therefore, teaching to speak English means teaching students to:
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- Proficient in English to express goals, capable of thinking in logical order.
- How to speak sound in English and use English sentence patterns.
- Use words, stress and intonation.
- Choose the right words and phrases in all contexts.
- Use fluent and fluent in English as possible.
2.2. The reality of the problem
2.2.1. Structure of English textbooks 7
With very different topics as well as contents attached to the daily life of

students. The book's content consists of 12 units and is divided into four main
topics:
+ Topic 1: About people: Lesson 1: My hobbies, Lesson 2: Health, Lesson 3:
Community services.
+ Topic 2: Culture: Lesson 4: Music and art, lesson 5: Vietnamese food and
beverages, Lesson 6: The first university in Vietnam.
+ Topic 3: Travel: Lesson 7: Traffic, Lesson 8: Movie, Lesson 9: Festivals
around the world.
+ Topic 4: About the future society: Lesson 10: Energy sources, Lesson 11:
Travel in the future, Lesson 12: A world too crowded.
Alternating among these topics is the 1,2,3,4 assessment that helps
students review vocabulary, grammar and communication in all topics.
In addition, each lesson in English 7 textbook has 7 sections divided into
seven periods:
+ Period 1: Beginning: Helping students get acquainted and excited with the
topic of the lesson.
+ Period 2: Look more closely 1: Provide students with necessary vocabulary
for the topic of the lesson.
+ Period 3: Look more closely 2: Provide necessary grammar for the topic of
the lesson.
+ Period 4: Communication: Create practical opportunities for students to
communicate.
+ Period 5: Skills 1: Develop reading and speaking skills in each topic.
+ Period 6: Skill 2: Developing listening and writing skills.
+ Period 7: Review and Project: Review knowledge of total lessons and provide
opportunities for all students to undertake small group or pair projects.
With the new content and structure of the English textbook 7, four skills:
Listening - Speaking - Reading - Writing are focused, especially speaking skills
are mentioned more often than the old textbook. In the 7 parts, although learning
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grammar or vocabulary, speaking is used as an important complementary skill, it
delivers the end result of the lesson. In particular, all Communication, Projects
and a part of Skills 1 focus primarily on speaking skills.
2.2.2 The current situation of teachers and students
a. For teachers
The pilot scale of the new English program has been taught in most
schools, and defining communication as a "destination" in education is practical,
but also poses many challenges, especially for teachers Students - the boatmen
bring students to the knowledge base. Under the project to teach and learn
English in the national education system in 2020, English teachers must have
two levels of language teaching capacity compared to the general teaching level.
However, the current situation is that some teachers do not have the
qualifications to meet the appropriate requirement in teaching new textbooks.
In addition, teachers feel shy about designing complementary activities
and incorporating activities in the book. The content is relatively long compared
to the allotted time. Teachers have difficulty arranging activities over a period of
time and they do not have a lot of time to correct errors for English speaking and
pronunciation students. Lessons are also a factor to be considered. In fact, the
survey shows that teachers have not focused on organizing active learning
activities to practice speaking skills for students. Instead, many activities focus
on grammar explanation and homework.
Not only talking about foreign language ability but also knowledge of the
lesson, some teachers still feel quite new to the topic of the lesson.
Example: English 7 - Unit 8 - Movie. It is about the film in the textbook,
many English teachers do not understand the information of the films, so
sometimes they feel not confident when explaining the content.
Or: English 7- Lesson 11 - Future travel - Communication, the topic is
about future transport, teacher has no idea to find a good solution to future

traffic problem.
Regarding materials for teaching, apart from only textbooks and pilot
teachers' books, almost the teacher will not find any other documents. The
poverty of materials is the reason why teachers have to work harder when
compiling lesson plans, less active in additional review materials for students.
Besides, traditional methods tend to spread information one way: teachers
explain, students copy. These methods waste teachers almost any time in class
and students have the humility to practice. Such learning is no longer in line
with the current trend and in particular learning a foreign language is necessary
for continuous practice until proficiency, turning what we understand into what
they use. Therefore, it requires teachers to innovate active teaching methods to
help students speak English more confidently.

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With stage-focused speaking, such as communication, this is the most
difficult of the four but particularly important. With such difficulties, if teachers
flexibly arrange and incorporate alternative activities, students can speak more
fluently and confidently.
b. With students
Students in terms of learning conditions are still lacking a lot, with
economic difficulties, and inadequate materials for learning. Sometimes there
are children who still have to live with grandparents or cousins because their
parents work away from home. So very little interest in their studies. Most of
their communication is from ethnic minorities, shy and difficult, so it also partly
affects their learning process.
2.2.3. Status of learning to speak English 7:
In fact, the teaching as well as the capacity development - oriented
educational programs of current research, the student - centric and focus on the

quality of the output of learning is remarkable. When teaching speaking I have
followed the three - tep process: Speak first, while speaking, after speaking.
a. In step "Say Before"
* About vocabulary by topic
This is one of the most common problems students face. Because there is not
enough vocabulary to use English, so they find it difficult to express ideas for
longer and make it confusing to find words that are appropriate for the situation.
* About general knowledge by topic
With English 7 textbook, it requires students to have basic knowledge of
each topic. However, there are some new topics students are unaware of that
confuses them when they come up with their ideas.
Example: English 7 - Unith 10: Source of Enenrgy, with some specialized
words "carbon footprint" or nuclear energy also makes students do not want to
classify energy types.
* How to choose information suitable for the topic
Once students have basic background knowledge, students will express
their ideas. However, this topic is too broad with many different opinions,
students cannot choose the right idea for the question or the speaking teacher
gives, which makes them afraid of speaking, afraid of wrong and lack of ideas.
Example: Lesson 1- My hobbies - Getting Started, when students express
their interests, they don't know how to choose typical ideas to talk about, making
it impossible for others to guess her interests. counter.
b. In step "While - Speak":
Besides the difficulties in speaking before speaking, in this section,
students have too many problems focusing mainly on how to work:
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* Present ideas when saying:
With the topics in English 7 textbook, although interesting, the

arrangement ideas are not that simple. When students speak, they often appear
so messy that the listener cannot understand their ideas and content, which
causes students to speak incoherently and inconsistently.
* About Thinking of Vietnamese translation into English
The habit of thinking in Vietnamese to listen and speak English will make
students inconvenient when speaking. This is the main reason why they do not
keep up with the speed of the speaker and it is difficult for them to describe their
thoughts in fluent English.
* In groupwork skills
This is an important skill for every student in the learning process. Regarding
the division of groups, because students have not practiced much, the group
assignment is not clear. Great students do well while others are lazy to practice.
Teamwork skills are not really good, sometimes students have too many
ideas but they don't know which option is right. Students do not listen to other
members and have a lot of group discussions. It takes a long time to discuss. So
if we solve this problem, students will have a good teamwork skill.
c. In step "Post - Speaking"
This is the output of speaking, but students have many difficulties in
speaking.
In terms of performance, I find that the students are not comfortable
speaking English, many students are not themselves when communicating in
English. Some become more daring, others are ashame or serious. Besides,
when they speak in front of class, they are often afraid of the wrong grammar
and the other students laugh at them, so they refrain from speaking or they often
speak very quietly with a bow gesture. It also renders a lot of information
ineffective.
In terms of contact practice, students often have difficulty in contacting
and moving the content they have learned as a tool for communication.
Through research and pointing out the difficulties that students often face
when learning English in high school, it has inspired me to apply the right

methods to overcome the maximum difference and help them have something.
good conditions to develop speaking skills.
2.3. The solutions used to solve the problem
Realizing the difficulties of teachers and students as well as the
limitations of facilities, I have researched and applied a number of specific
solutions in teaching English speaking in grade 7 and achieved it. the results
are clear.
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Depending on each lesson, teachers will have different ways to build their
teaching process. With teaching skills, I usually rely on the following steps:
2.3.1 Before speaking( Pre – speaking)
a. Introducing new languages:
As I have analyzed the above difficulties, to help students get inspired, I
started lessons quickly with simple questions to have a comfortable, confident
speaking English. With the aforementioned, I have applied the following
operations:
+ Greetings / chat in English
+ Observe a picture and then ask and answer about the picture.
+ A puzzle
+ A language game (Crosswords, noughts and cross, ect)
+ Do not drop the ball
b. Greetings / chat in English:
Faced with the difficulty of not knowing the right information for
students, I used a way of exploring students' knowledge by provoking or
brainstorming. In addition, I have linked with old lessons related to new lessons
in many forms such as: Asking related questions; provide exercises they have
learned, provide context or reason with regard to the "speaking" section.
With this technique, I have done some lessons in English 7 textbook as

follows:
Example: English 7 - Lesson 11: Future travel - Communication: Before
starting the lesson, I suggest to students some questions that are closer to
everyday life:
+ "How do you go to school every day ?"
+ "What do you see the traffic problem when going to school ?".

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Students enthusiastically answering these questions are closer to everyday life,
making them comfortable speaking English. And sometimes the answers from
some students are really interesting and special. (Example: Students saw
problems: trash lying on the street and people used the places to buy
breakfast, ... etc)
c. Observing a picture then asking and answering about the picture
As one of the key items in teaching English, pictures or illustrations are used in
"Before" and have many advantages, helping students navigate lessons and
answer some related questions. Observations help students have a clear vision of
the topic of today's lesson.
Example: English 7 - Lesson 3 - Community Service – A closer 1, I used
native speakers to teach vocabulary and then tested their knowledge. I allow
them to choose things that match the words learned (Word check: match pictures
with Phrases). From such activities I have extended them to discuss and describe
and give ways to help characters in those situations.
+ People in the flooded area: People in the water → They need food and clothes.

+ Elderly: There are old people → They need care.

+ Sick children: The children are in the hospital. They need some medicine.

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+ Homeless people: People on the bench have no home → Give them a place to
live.

+ People with a disorder: They can walk or they can see → They need our help.

Example 3: Lesson 9: Festivals around the world- Communication.
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Before going into the lesson, I provided students with some vocabulary
related to the content of the new lesson to give them a glimpse of Thanksgiving
festivals in the West.

Turkey

Thanks giving meal

Caneberry
d. A puzzle
In teaching English to students, using games as an effective and useful
way to create a happy learning environment and engage students in the lesson,
contribute to improving their ability to acquire knowledge. and practice foreign
language skills for students. And I used the riddle method (One quiz) to give
students a glimpse of the topic they are willing to talk about and provide some
additional information.
Example: English 7- Lesson 9: Festivals around the world- A closer look 1:
I help students remind previous lessons and reinforce their knowledge of the

names of festivals by calling students to describe the picture they have chosen
and give their simple example description.
+ "Who do you see in the picture?".
+ "You can throw water at people. What's wrong?".
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e. A language game (Crossword, cross and cross game, ect)
In teaching English to students, using games as an effective and useful
way to create a happy learning environment and engage students in the lesson,
contribute to improving their learning awake; trains students in foreign language
skills and stimulates fun and inspires their speaking skills.
Example:
English 7- Lesson 5: Vietnamese food and drink - Communication
I have students play games to reinforce their vocabulary and consult to talk about food
groups. By participating in noughts and cross-games in groups, It stimulates competition
among groups and makes them forget about the shyness of speaking English.

bitter

Delicious

Salty

fragrant

Sour

Spicy

tasty

Sweet

terrible

Eg: The lemon is too sour to use this food.
f. Don’t drop the ball
This technique is used as a familiar communication game, it helps
students remember longer and produces speech reflexes.
This method is commonly used in Say Fore. When I entered class, I brought a
small ball with me and asked a few short questions, eg " Did you have a good
weekend ?".
After finishing the question, I throw the ball at the students so they can
catch it. If the student doesn't answer the question, I quietly take the ball, repeat
the question and start again with another child.
As students answer questions, I motion them to throw the ball back at me.
If the student answers a short answer eg "Yes", I cannot catch the ball when they
turn around and let it fall off the floor and express dissatisfaction. After a short
while, I picked up the ball and asked the student, "Where did you go?" and
throw the ball back to that student. I kept working until the students answered
more fully and asked again, eg "Go to the movies. What about you?". At that
moment, I expressed my satisfaction and caught the ball, then threw it at another
student for them to answer.
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2.3.2. While - Speaking
After attracting the attention of all students in the class, the teacher sets
out speaking and instructional intent.

* The types of exercises in the "speaking" skill, I have applied the following:
Controlled Speaking (Controlled Practice)
+ Repeat drilling and replacement drilling
Free Speaking (Free Practice / Production)
+ List of main points and hot seats
- Practice teamwork skills
a. Controlled Speaking (Controlled Practicing)
Students rely on situational tips (through pictures, words, given sentence
structures or conversation patterns) to practice speaking as required. Practical
studies in individuals / pairs / groups under teacher control (correct
pronunciation, grammatical errors, given word signals ...). Students call
individuals or pairs to practice (repeat) speaking as required.
* Repetition drill (repeated exercise )
With the advantages of this exercise, students will get used to the stress, rhythm,
and intonation system of English. Therefore, the meaning is shown. Besides,
students can get acquainted with the English sound system through listening speaking. Then, students will be used to choose suitable vocabulary for each
question and context.
Example: Lesson 1: My Hobby - Getting Started. I gave the questions and
answers, each student practicing as a model ..
Ex:

A: Do you like cycling?
B: No, I don't / Yes, I do.

Students practice based on a list of interests given phrases that help students
shape what they are saying.
Ex: In three – five minutes, aks many classmates as you can about which hobby
from 3 they like. Use the question “ Do you like… ?”
S1: Do you like gardening ?
S2: No, I don’t.

...
* Substitution drill: (Replaced Exercise)
Alternate quests appear primarily in "PRACTICE GRAMMAR" in some units.
Students practice listening - speaking as a model based on structure. Therefore,
we should proceed from the simple to the complex so that students can practice
easily and deepen their knowledge of the language they have learned.
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In addition, I also used many images and images to develop use of this method.
Example: English 7- Lesson 5: Vietnamese food and drink - A closer look 2.
Students learned the structure. How many and how many words after that I gave
them homework when they understood how to use it and I made students ask
questions based on signals.
Ex: Work in pairs: Use the suggested words make questions with How much/
How many then interview your partner.
1. Rice / eat / for / dinner ?
2. Water / drink / every day ?
….
b. Free Speaking (Free practice / Production)
* Speaking outline of each lesson . (The list of main ideas)
When it comes to the students' experiences, their friends, relatives or
hometowns. Teachers should not limit their ideas and their language and should
let them speak freely in order to maximize their creativity. We should combine
regular use between couples and groups so that they have more opportunities to
use English. We should also encourage them to relate to real life situations.
Example 1: English 7- Lesson 2: Health-Skills 1. I have students do 3 main
points when talking about sports habits and calorie consumption. I ask students
to write the following basic ideas:
+ What activities you do ?

+ How often do you do them daily ?
+ How many calories do you use to perform these activities ?
After the students sketched, I asked them to work in groups of 2 or 3 and
practice speaking. Students listen and comment on their Partner Speech.
* Hot seats:
I instructed students to work in groups and students in turn would sit in the hot
seat position. Their job was to talk about the ideas of the topic I came up with.
They then turn to other groups to share their group's ideas.
Example: English 7- Lesson 8: Films - Skill 1: I had students work in
groups to choose the movie they liked best and build information to outline them
and I designed. Students will base on the outline: types of movies, actors / stars,
storylines, reviews, ... and prepare information to share. Then, I instruct the
students to move to other groups to receive different information and listen to
what the group shares.

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In addition, students will listen to and note information they have heard
and understood from other groups. Finally, I will get students to choose which
group has the best film and write their attention patterns on the board.
c. Practice groupwork skills
To solve the problem of teamwork skills, I did the following:
Students will practice speaking in pairs and groups. I arrange in pairs or groups
with all the levels of excellence, good, medium, weak so they can exchange
knowledge with each other. I set up a screen to explicitly assign its members.
Example:
English 7- Lesson 6: The first university in Vietnam - Communication.
I have students work in groups of 5 or 6 and learn about the statues worshiped
at the Temple of Literature. After giving each group a statue of the famous man,

I asked them to list specific steps, content, and time each member could learn
before taking the next lesson, following ideas, as follows:
+Time of his life
+ Success of my life.
+ Special activities in their work
Besides, I ask the group members to present and the whole group does a selfassessment.
2.3.3. After speaking (Post - Speaking)
At the end of the speaking time, teacher asks students to come up with the
results of pairs and groups that are checked and evaluated by the whole class and
the teacher. I usually use some activities like: Discussion, Image Description,
Interview, Reporting, Dramma Technique.
a. Discuss:
In teaching, I often use this method to get students excited and focused on
speaking. When they discuss, they will forget the confusion and focus on
defending their ideas. Therefore, they will speak English naturally, with the
highest efficiency.
Example 1: English 7 - Lesson 2: Health - Communication
EX1: I divided into groups and asked them to argue with each other about
the text in the textbook.
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HEALTH FACTS OR MYTHS
T

F

1. People who smile more are happier and they live longer.
2. Sleeping ai at the weekend helps you recover from a busy week.
3. Eat more fresh fish, like sushi, and you will be healthier.

4. …
However, because of the imperfect topic in exercise 1 I have added some
new topics like:
+ If you want to have good health, do you have to play sport?
On this topic, they argued vigorously: one group agreed, but the others
claimed that there were many other activities, not just health for sport.
Example 2: English 7 - Lesson 4: Music and Arts – Communication
I have given the following discussion topics:
+ Do you think music and art should be compulsory subjects in school in
Vietnam ? Why should or why not? Group agrees and other groups disagree.

Students discuss in groups

Agree
- Helping students
difficult lessons.

Disagree
relax

after - Put pressure on students to learn
these subjects.

- Make money

- Difficult to learn these subjects.

- Communicate with friends around
the world.
b. Picture describing

One of the difficulties students face when speaking is that they cannot
find the topic, content, or idea to talk about. To solve this problem, I have
students draw pictures related to the lesson and describe them.
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For example, English 7- Lesson 11: Traveling in the futureCommunicating, I had students express their ideas about future traffic to solve
their current traffic problem based on a provided outline. . From there, they
developed their ideas and presented by drawing quickly, simply representing
groups of ideas.

A speedboat

A car moves the heart

c. Interviews
Students can work in pairs and share interviews on issues related to the
lesson topic. Sharing the information they already know with their partners helps
them broaden their knowledge on the topic.
Example:
English 7 - Lesson 9: Festivals around the world - Communication.
I ask students to work in pairs and find out information about two festivals:
Thanksgiving and Harvest Festival in two countries.

d. Reporting
After students have done a survey or question, they can come up with a
content and results in general.
Example: English 7 - Lesson 10: Sources of energy - Communication.
I instructed the students to answer the survey, "How big is your carbon
footprint? Then they work in pairs comfortably. When they get the results, they

compare it to the people in the textbook. When students were confused, I helped
them come up with key ideas about the report:
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+ The partner's total points.
+ What activities to save the environment.
+ What things to do in the future.
+ The Reason to do.
After giving the main idea of the report, I modeled it once so that the students
could understand how. Then, they listen and make reports like samples.
By applying these measures, the difficulties in learning and teaching to
speak English have changed more and more.
e. Dramma Technique:
Another way to help students improve vocabulary or spirit is through
drama acting. Dramma made their minds deeply memorized by the simultaneous
activities of their senses.
To do this, I often ask them to prepare a play on the subject of the next
lesson. As follows:
Example: English 7 - Lesson 8: Films. I divide the class into small groups of
4-6 students. They then summarized a brief plot of a movie they liked in a short
script. In this part, they can play a role, writing short conversations for each
character. For example, in my class they chose a movie Descendants of the Sun.
Through this process, teachers will help them complete the script and style.

When they finished the script, they memorized the conversation under the
teacher's supervision. During this stage, I ask them to speak and incorporate body
language and gestures. The groups then took turns taking turns to act on their
scripts in the classroom. They will be estimated by teachers and other groups.

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Using the Dramma method, my students develop speaking skills and they are
confident and natural.
f. The methods after school
Learning at home and after school is very important to speaking English
as it is time for them to review and understand classroom lectures. Hence, I
recommend them to use computer software. If they have some problem, I will
help them with support and answer their questions. In addition, my school
occasionally organizes a number of contests such as the Bell Gold Ring, the
contest for the founding of Young Pioneers.
2.4. Result
Before applying these methods, the 7th grade student I was teaching was
afraid to communicate and express opinions in English. The poverty rate is quite
a lot. Through the application of new methods of teaching speaking skills in 7th
grade, I see my students changing more and more in learning English. They
actively converse and communicate with classmates and me in English.
Comparing the survey results at the beginning of the year and the results
achieved when using the above methods in lectures, the number of
unsatisfactory students has decreased significantly.

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Through the topic has:
- Contribute to promoting the positivity of students.
- Consolidate knowledge lessons.
- Students learn the lessons gently and comfortably.
- Improve students' thinking skills.

- Most students prefer to learn English.
- Students understand the lesson faster and more deeply.
- Remember knowledge and apply knowledge more quickly.
From the above results, I have boldly applied in other grades with students
with similar results. Thereby I can confirm the success of the topic.
3. CONCLUSION
As we all know: Education is the key to the future. A modern education
cannot help disseminating English. It is an urgent task to actively explore and
step by step improve the quality of teaching. Through the topic, I draw some
specific lessons as follows:
First: Teachers need to flexibly apply the tips to suit the specific content of each
lesson to excite students.
Second: Teachers, in addition to exploring and innovating teaching methods,
also need to build a variety of exercises, suitable to the content of the lesson and

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the objects of students to create passion and excitement for children learn.
Besides, flexible teaching methods are used.
Third: Teachers need to regularly attend class, visit classes, study documents,
update information, learn, consult with colleagues to have effective teaching
methods for each target student.
Teaching practice shows that all English skills in general and English
speaking skills in particular need regular and long-term practice to bring high
results for learners. No one learns a language without making mistakes, so
students need to confidently and patiently communicate a lot in the classroom
and especially outside the classroom, in real life to improve their skills and
foreign language ability for themselves. Through that training and learning
process, students will improve their foreign language skills, reinforce their

vocabulary and self - correct, gradually correct basic mistakes to improve each
day their English speaking skills. This training process, which needs to be
guided and supported by teachers and must be conducted regularly and long
term, because English speaking skills are very important and necessary in the
learning process of students, when access to a textbook replacement program.
However, limited practice time in the classroom is a major obstacle for students,
so teachers 'classroom activities are important for students' best learning
outcomes.
As a foreign language teacher, I myself are always aware of the
importance of the subject in the current period, requiring each teacher to always
improve our own knowledge, be a lover of the profession, heat. blood, active,
close to students. Always give them a favorable environment to learn the most
effectively. So in this topic I would like to give "Some experiences of teaching
English speaking skills for students grade 7 at Secondary School" for
colleagues to refer and apply flexibly in their lectures, depending on According
to the conditions of each school and the content of each lesson ... how do we
have the most exciting and effective teaching period In this article, I am sure that
there will be no inevitable shortcomings, I look forward to receiving get the
attention, comment and evaluation of colleagues.
I sincerely thank!
Cam Thuy, February 20th, 2021
I pledge that this is my experience
writing initiative, do not copy the
content of others.

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REFERENCES
- Teaching English in - school educational publisher .

- Methods of teaching English in secondary schools - Thanh Hoa 's educational
publishing .
- Who teaches English Handbook - Publisher education .
- Knowledge Handbook" country school " - Publisher education .
- Textbooks, Book & English teacher .
- Book of life skills training for students - cultural Publisher information .
- English language Teaching Methodology - the Ministry of Education in 2003.
- English 7, Ministry of Education and Training, 2014
- Teaching English speaking and English speaking tests in the Thai context: A
reflection from Thai perspectives. English Language Journal, Vol.
- Speaking. Oxford University Press. Celce-Murcia M - Olshtain E (2000).
- Discourse and context in language teaching. Cambridge: Cambridge University
Press. [ Juhana (2012).
- Psychological Factors That Hinder Students from Speaking in English Class (A
Case Study in a Senior High School in South Tangerang, Banten, Indonesia).

21


NAMES OF EXPERIENCE INITATIVE RECOGNISED BY DIVISION
AND DEPARTMENT OF TRAINING AND EDUCATION
TT
1

Names of experience

Recognised by

Some solutions to improve Cam Thuy division
listening skills for grade 8 of training and

students
in
boarding education
secondary schools.
Thanh
department
training
education

Results

Year
2009 - 2010

A

2

Some solutions to improve
listening skills for grade 8
students
in
boarding
secondary schools.

Hoa
of
and

C

2009 - 2010

3

Train life skills for Cam Thuy division
students through some 6th of training and
grade English lessons
education

A

2013- 2014

4

Train life skills for Thanh
students through some 6th department
grade English lessons
training
education

Hoa
of
and

C

2013- 2014

5

Train life skills for Cam Thuy division
students through some 9th of training and
grade English lessons
education

B

2019- 2020

22


ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN
NHÀ TRƯỜNG
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
Xếp loại:............................................................................................
TM. HỘI ĐỒNG KHOA HỌC NHÀ TRƯỜNG
Chủ tịch

23


ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN
PHÒNG GIÁO DỤC VÀ ĐÀO TẠO HUYỆN CẨM THỦY

Sáng kiến kinh nghiệm tiêu biểu
Xếp loại: B
TM. HỘI ĐỒNG KHOA HỌC PHÒNG GD&ĐT
Chủ tịch

Nguyễn Thanh Sơn

24