SKKN innovation in checking old lesson in teaching english

I. INTRODUCTION
1.1 RATIONALE OF THE STUDY
Along with the renewal of textbook curriculum, teaching methodology,
the innovation, assessment and evaluation issues are extremely important steps
in the process of teaching and learning. Innovating teaching methods and
assessing innovation are two closely related activities. Innovation of assessment
and evaluation is the motivation for innovating teaching methods, contributing
to the implementation of educational and training goals. The innovation of
evaluation test includes many stages, many contents in which the innovation of
oral teats is very important because this is an activity that takes place
continuously. Checking old lessons is not only a test at the beginning of each
lesson but can also take place throughout a lesson. If the teacher neglects to
perform the oral exam well, the student's knowledge acquisition process will be
interrupted, the students will be gapping in the skills knowledge needed in each
lesson. This will affect the results of the regular exams (1 period, semester, ...).
In fact, the oral tests in English classes today is still inadequate due to the
pressure of the amount of knowledge and skills that need to be loaded in each
lesson, so the time for the checking old is very little. Besides, most of the
students are very passive, learning to cope with even some of them due to their
lack of basics, so they are lazy in studying old lessons. Facing that fact, I have
come up with the idea"innovation in checking old lesson in teaching English" to
help them be more active in learning, accumulate knowledge and skills, and
create a lively atmosphere during the lessons. .
1.2. AIMS OF THE STUDY
Teaching and learning activities always need feedback to adjust in time
and to create the highest efficiency shown in the quality of students' learning.
Regular testing helps teachers adjust and supplement the knowledge, skills and
attitudes set by the subject and will help students form the right motivation and
learning attitude from which to accumulate, gain necessary knowledge and
skills.
The innovation in checking old lessons in the classroom not only helps the

lively learning atmosphere, but also helps students avoid rote, passive learning,
and coping skills to promote students' positive and proactive behavior, bring
high efficiency in teaching and learning.
1.3. OBJECTIVES OF THE STUDY

1


To implement the subject, we selected 4 classes: 12K, 11D, 11A, 11G in school
year 2019-2020 qnd four classes: 12D, 12A, 12C, 12G in the first semester of
school year 2020-2021.
Number of students: 319.
Characteristics of students: The students in the classes above include excellent
and good students( 11A, 11D), but most of the rest acquire knowledge slowly.
Therefore, when selecting these students, we hope that our method will increase
students’ interest and self confident in learning English.
1.4. SCOPES OF THE STUDY
The time for studying this subject is in two academic years: 2019-2020 and
2020-2021.
1.5. METHOD OF STUDY
To study this content, we use some of the following methods:
- Reference document method: seach the theory of educators on the use of
some games used in teaching English, and then apply them in checking
old lessons. Thereby, filter the information with practical value, which
can apply in order to illustrate and supplement, paraphase, and deepen
English language.
- Observation method: regularly take part in colleagues’lesson to onserve
and learn to enrich my knowledge and teaching skills.
- Experimental methods: assess the skills of students as well as the
effectiveness of the ways in checking old lessons.

II. CONTENT
2.1. THEORETICAL BACKGROUND
Our school is situated in the west of Nghean province, one poor mountainous
district. Therefore, most of my students have difficulties in achieving knowledge
about the subject, due to lack of learning and teaching facilites, so many of them
do not really like learning English. This leads to a low sense of self-awareness
of many students. To deal with teachers, they often use the book "Learn English
well" without making effort to learn vocabulary or practice skills.
The semester tests (issued by the Department of Education or the school)
or graduation tests (issued by the Ministry of Education) only focus on
grammar and reading comprehension tests, and more in the form is 100% of
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multiple choice tests, so many students neglect to study the old lesson and
practice the skills but only rely on the luck of taking the multiple choice tests.
The traditional old test is usually to call 1 or 2 students to answer the
question. This is both time-consuming and stressful for students, and it is
impossible to test many students at the same time. Therefore, it is impossible to
assess students' abilities.
All of the above factors make students lazy, passive in learning, the
quality of teaching and learning is not high.
The above facilities have helped me to apply innovations in checking old
lessons in teaching English.
2.2. PRACTICAL BACKGROUND.
Some teachers haven’t been clearly aware of the effectiveness of the
checking old lessons period in teaching and learning a foreign language.
Moreover, students haven’t still found interested in learning English
because many lessons are difficult as well as impractical to learn.

So I find myself that besides using traditional method in checking old
lessons as before, to make each English teaching and learning lesson more
attractive, active, passionate for students, there is an extremely important
solution that teachers should use some new methods as well as games to check
old lessons.
2.3. SOLUTIONS
As mentioned above, the checking old lessons is not only done at the beginning
of each lesson, but depending on each skill and knowledge, it can be done at the
beginning, middle or end of the lesson. A successful oral test is required to
include the following:
2.3.1. The preparation for oral test
- The first task of preparation is to determine exactly what needs to be
checked. Teachers need to determine the minimum level of knowledge and skills
that students have acquired during the learning process. The question given to
the student must be precise and clear so that the student does not understand it in
two different meanings, resulting in an off topic answer.
- Teachers must redesign the requirements, exercises in textbooks or
similar exercises to avoid the use of keys in the "Good Study Guide" to deal
with teachers.

3


- Oral test score column in the personal score book is divided into 2
columns: M1 and M2:
M1 Column scores for students to answer or do homework directly on the
board. M2 column scores for students sitting under the classroom to answer or
do homework. The student's official oral score is the grade point average of M1
and M2
Class 11D (Semester II/2019 -2020)

N0

M
Students'full name
M1

M2

1

Phan Thi Ngoc Anh

8

2

Tran Thi Phuong Dung

3

Lam Thi Thu Ha

6

8

4

Le Thi Ha

5

9

5

Hoang Thi Hang

7

5

6

Le Thi Thanh Hang

7

Le Thi Thu Hang

9

8

Nguyen Thi Hang

8

9

9

Tran Thi Hang

9

7

10

Đau Thi Hien

3

9

5

…..
2.3.2. Teaching requirements on how to organize oral tests
- Create favorable conditions for students to express most naturally their
understanding.
- Uncover the true ability of students' knowledge and skills basing on oral
answers and their hands-on activities.
- Teacher's attitude and treatment of students play a great role during the
oral test. Teachers need to listen to the answers, monitor students' activities and
base on that to draw conclusions about the status of students' knowledge.
Teachers' understanding of students' personality and pedagogical sensitivity in

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many cases are the basic factors that help to clearly see the nature of the
students' knowledge and skills tested.
- When students answer questions that are missing or wrong, the teacher
should not interrupt the students. With the same mistake, the teacher must
consider which errors should be corrected immediately and which errors should
wait for students to answer.
- It is advisable to coordinate the testing methods and at the same time,
many students can be tested: while calling some students on the board, the
teacher can ask the other students some questions and then, collect a draft of
some students to give marks.
- When conducting an oral test, teachers must solve the following major
difficulties: when one or several students are assigned to the board, what and
how do the other students in the class? Teachers call multiple students at the
same time, make different requests that suit each student's level, and then ask the
whole class questions after the students have completed their tasks as
follows:“Is his/her answer correct?” “Do you agree with him/her?” “Is there
anything wrong or missing?”… In addition to the basic sentences, teachers can
use additional questions during the oral test. Thanks to these additional
questions, teachers can visualize the quality of students' knowledge.
2.3.3. Kinds of checking old lesson
As we all know, oral examination is a regular and continuous practice in
lessons. Therefore, this activity must be diversified to avoid monotonousness
,boredom, create a lively atmosphere in the classroom and help students learn
more effectively. Depending on each lesson and the requirements of testing
knowledge and skills, teachers can apply the following oral tests:
a. For checking vocabulary:
Option 1: Call 4 students to the board at the same time. I ask similar
questions to all, student who wants to answer first raises hand to get permission

from the teacher. The rest will answer additional or supplementary questions
related to the first questions given by teacher.
For example: Check the vocabulary of Reading lesson Unit 11- English 11
I asks students: "Write a word in English that means: vô tận - infinite"
Student 1: give the word (infinite)
Student 2: determine the part of speech of the word(adjective)
Student 3: give synonyms (unlimited)
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Student 4: give antonym (limited)
In this way, students will be less afraid of the oral tests and have more
opportunities to get marks.
Option 2: Call 8 students to sit on the first rows of tables, each student
carries a sheet of paper numbered from 1 to 10, the rest in the class will write
down the words given by the teacher in the notebooks. I read words 1 to 10 in
Vietnamese and ask students to write these words in English, then collect the
papers from these 8 students and some sitting below to score. Each correct word
gets 1 point.
In this way, I can also check the students of Pronunciation lesson by
giving handouts with some words and asking the students to indicate the word
whose underlined part is pronounced differently from that of the others or
indicate the word whose stress pattern is different from that of the others.
Option 3: Using game called “Slap the board” to check the
vocabulary of students.
Slap the board is an energetic vocabulary activity - it can be used for revision,
presentation and testing - which involves students running to and hitting the
board.
Procedure:
•

Put the vocabulary items on the board in any order - jumbled and
sometimes a little bit higher than the tallest child can reach, so that they'll have
to jump.

•

Form groups. Give a mother tongue translation for one of the words on
the board. The students have got to recognise the word which translates to that
word. They then run to the board and slap the correct word. The first person in
each group to slap the right word gets a point.

•

Alternatively, you can form teams and one person from the team runs to
the board, as a representative. The first team to hit the correct word gets the
point. The representative changes, ready for the next word. This is a little calmer
than if everyone is running to the board.

•

You can reverse the translation, by putting the mother tongue on the
board. And of course, you could use definitions or opposites if you want to
avoid using the mother tongue.

•

You can do it with pictures so you put the pictures on the board and call
out the English word and the kids slap the picture.

6


Example:This is an example to check vocabulary of Unit 1 - english12Home life
Close-knit
mischievous
responsibility
caring
supportive

Night shift
willing

biologist

Join hand

b. For Reading lesson
Example 1: Reading unit 1 – english 12: FRIENDSHIP
To check the vocabulary of students, I use Game named: Network
Teacher’s preparation: write the net of the word on the board.
Procedure:
I devide class into four groups, each has a representative going to the
board writes the word on the board, each only 2 words, and then one another in
group….until the last one in group. I also give allotted time. And which group
finishes the task quicker and has more correct words will win. Finally, I give
marks to each group.
loyalty

sympathy

Sense of
humour
Quality of a
good friend
unselfishness

trust

helpful
honesty

kindness

Example 2: Reading Unit 6 – English 12: Future jobs
Game: Kim’s Game
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Procedure: Show students a set of pictures about jobs( doctor, farmer,
policeman…) for one minute for them to memorize. Hide the words after 30
seconds. Then, ask the students to memorize and rewrite the words in English in
2 minutes. After the allotted time, I will call 2-5 students writing their answers
on the board. This point will be put in column M1. As the same time, I will
collect some papers from the students, and then give marks in front of class. And
this point will be put in column M2.

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c. For Speaking class:
This is a very important skill, if it is well done, this skill will have a great
effect on encouraging students to learn English. However, depending on their
level, I should have appropriate requirements to encourage them to practice their
language. In Speaking time, it depends on the tasks that I can ask them to
practice in pairs, groups or individually. I also give students the practical score
of this skill. For this skill, I only apply tasks that are suitable for them. I can
give a point plus to volunteers speaking in front of the class in pairs or groups.
For the Speaking skill, I apply some new methods of teaching such as:
speaking cards, roleplay, information gap, interview and survey…
Example 1: Speaking cards
Take oral test of speaking lesson unit 11 ( English 12): Books
I can use Speaking cards skill to check students as follow:
I call three students to go to the board to work together, give them some
topics wrapped in an envelop to choose from such as :“Books, hobbies, daily
routine… For each topic students get by mistake, ask each of them to think of 3
wh-questions to ask the rest.
For example: Topic: “Books”, they can ask one another some following
questions:
1. Do you often read books?
2. What kind of books do you often read?
3. How do you often read books?
4. When do you often read books?
5. What do you read books for?
………………………………………………………..
During 5 minutes, these students will ask and answer one another. The
other students in the class as well as I listen, observe and after their completion,
I will ask some of them give comments about their pronunciation, speaking
skill,… and finally I give feedback and give them marks. I will write scores for
students who work in group in column M1, and for those who give comments in

column M2.
Example 2: Information gap.
Take oral test of speaking part unit 1 (English 12): Home life
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This skill often asks students to work in pairs, helps students interact to
get information from each other, as follows:
I call 2 students to go to the board and give each of them an incomplete
script about the information of home life of someone else. (student A having B’s
information and vice versa). Both of them will ask and answer to complete their
own script in 5 minutes. After that, I ask each of them to say again what they’ve
done. Other students will listen carefully and give comments. Finally I give
feedback and give them marks. I will write scores for students who work in pair
in column M1, and for those who give comments in column M2.
For this activity, each of them will have to make every effort to
communicate to each other to complete their task in allotted time.
With these ways of checking old lesson, I have chance to check and give
marks for at least 3 students. In the same way, students feel more confident and
easy to get high marks.
d. For Listening lesson:
This is a difficult skill because their vocabulary is limited and they are
not familiar with native speakers so it is very difficult to test them in the new
lesson. Instead, I will examine the students through oral questions to test their
listening and speaking skills as well as the knowledge they have learned from
the previous lesson.
This test is done at the beginning of the following class:
Option 1:
Procedures: First, call a student to answer a question he/she has learnt and
reinforced in the previous lesson (5 points). Next, he/she chooses a friend

(sitting under the class) to ask her/him a question to answer (2 points), the third
question by this student asks another friend (sitting under the class) (3 points).
The score that this student earned will be recorded in column M1, the score that
the other 2 students due to correct questions or correct answers will be recorded
in column M2. After a period of getting used to it, it is necessary to raise the
difficulty level of the students' question asking their friends.
Example: Checking the details of Listening Unit 15- English 11.
The questions are used for listening oral test (learnt in the previous class)
1. How many astronauts were there on board the spacecraft to the
moon?
2. Who was the first astronaut to set foot on the moon?
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3. How long did the astronauts stay on the moon’s surface?
4. What did they do while they were staying on the moon’s surface?
5. Did they return to the Earth safely?
……
Option 2: Using game called Hangman
Example: Listening – english 10: AN EXCURSION
Procedure:
Divide the class into 2 teams, each will have to guess two words in topic
camping activities, they are: Fishing, dancing, taking photographs, playing the
guitar.
Explain the rule of the game: each team will take turn to guess what activity
is according to the number of letters provided by teacher, if after 8 times the
letters are guessed without finding out the names of the activities, that team will
be hanged! The team finding out the answers more quickly will be the winners.
This game is not only used to check the listening and speaking’s ability of
students but also to lead to the new lesson.

Obviously, the above test has been in the direction of innovating
assessment and evaluation: promoting students' creative autonomy, creating
conditions for stimulating thinking, dynamism in all activities in class, reducing
"teacher- centered" and enhancing “students-centered”. However, teachers have
to be flexible in suggesting students questions to fit the content to be tested, so
as not to be off-topic and save time on new lessons.
The way to test students of self asking questions is not only applicable to
the listening test, but can also be applied to Reading, Language Focus. To
promote the positive, proactive and creative aspects of students, I give
homework for students as follows: Basing on the lesson, each student will give 5
similar questions (2 multiple choice questions, 3 contructed-response questions
that have both theory and practical exercices). In the next lesson, I will collect
all the homework exercises of the whole class and randomly select some of
which, then ask some students to take these questions to check them.
e. For Writing class:
This skill is rarely used in regular tests in class because it takes a lot of time
and is not suitable for the test type. So, I can redesign some of the content of the
writing tasks to avoid students using reference books to deal with or suggesting

11


more suitable types of exercises such as sentence building, sentence
transformation, etc... then I correct and score some children, or scores in groups.
Example: Writing Unit 12- English 11: Guided sentence building
Procedures: After giving students the necessary vocabulary and ideas, I ask them
to work individually, each student chooses 3 sentences that do not resemble the
partner to complete.
1. We / have / a lot/ things/ do/ prepare/ coming Asian Games
2. We/ build/ one / National stadium/ sports building/ car park

3. We/ widen/ training areas/ roads / sports buildings
4. We/ equip/ hotels/ guest houses/ modern facilities
5. We/ promote/ advertise/ preparations / the Asian Games / the radio/ TV
6. We/ hold / competition / choose an offcial song
7. We/ recruit/ volunteers/ be/ good/ English/ serve the Games
Example 2: unit 1 – english 12- Home life
- Objective: check the students’grammatical structures and lead to the new
lesson as well.
- I ask students to make as many sensible as you can by joining the
elements in the table prepared in a poster by teacher. After the allotted time, I
will ask 2-3 students to write down their answers on the board. This point will
be put in column M1. As the same time, I will collect some papers from the
other students , and then give marks in front of class. And this point will be put
in column M2.

My parents

(not) let

come home late

My mother

( not) be allowed

do the housework

My father

(not) have to

use the motorbike

(not) permit

talk on the phone with
friends

Suggested answer:
My parents don’t let me come home late. I have to do the housework………….
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f. For grammar lessons (Language Focus)
+ For new lessons:
Option 1: I often redesign some textbook assignments (to avoid students using
guiding book to answer) and also add some multiple choice exercises in the
production section, then call students to come up to the board to take the scores
or collect some students' papers to mark.
For example, in Unit 16 in the Production section, I put in multiple-choice
exercises to test students' understanding and reinforce their knowledge:
Exercise: Choose the best option:
1. We ……… our decision as soon as we come back.
a. will make

b. make

c. made

d. would make

2. I haven’t met him since I ……………school.
a. has left

b. left

c. leave

d. am leaving

3. Mary will come after she ………..her work.
a. finish

b. will finish

c. has finished

d. is going to finish

4. After he ………….his homework, he went to bed.
a. had done

b. did

c. will do

d. does

5. By the end of this year, we …………in this company for 3 years.
a. will work

b. work

c. will have worked d. have worked

6. By the time he got home, his wife ………out.
a. went

c. have gone

c. had gone

d. has gone

Choose the underlined part that needs correcting:
7. He said that he has done his homework since 7 o’clock.
A

B

C

D

8. The statue was broken while it was moved to another room.
A

B

C

D

Option 2: Using game called Noughts and crosses
Example: lesson: Language focus- english 11: THE ASIAN GAMES
Procedures:
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Divide the class into two groups. Each group will choose word by word in
the cells and make sentences with each word. A correcr sentence gets one 0 or
X. The group with 3 0 or X vertically, horizontally, or diagonally first will be
the winner. The sentences must be correct and make sense. After finding out the
winner, stop the activity and give feedback and give marks for each group.
Who

What

When

Whoever

Whose

Where

Why

Whomever

That

Which

Whom

Wherever

With this way of checking old lesson, students will easily get good marks
and be more enthusiastic to the new lesson. As a result, the time for checking
old lesson is not monotonous and stressful any longer and of course, the
efficiency of the new lesson is improved considerably.
g. For the follow-up lesson (consolidation and revision)
The time pressure in Language Focus is huge because both the
pronunciation part and the Grammar part have to be done during one period, so
the time for oral test is limited. Therefore, this follow-up lesson is the useful
consolidation of Language Focus and some Writing lessons, which will help
students to review, consolidate and practice their skills in solving pronunciation
exercises and grammar as well as sentence transformation(this is the most
common part of exam questions, periodical tests)
In this lesson, I will give an exercise of 10 multiple choice questions for
the whole class in 10 minutes, and call 2 students to come up to the board, make
3 contructed-response questions each (usually change the sentences or rewrite
the sentences from the given suggestions ...) After 10 minutes I collect all 5
students' assignments and give them to 5 other students to correct, 2 students on
the board continue to do the task while I check 10 multiple choice questions. I
then take the papers of 5 students to recheck and score in column M2. Then, I
continue to teach how to rewrite these sentences on the board and ask 2 students
to mark to each other, I finally both correct the whole class and observe to mark.
So this is a form of testing to promote the initiative and positive of students,

reduce the stress pressure in oral tests, and promote the innovation of assessing
and evaluating both forms of essay and multiple choice test, both speaking skill
and grammar review.
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2.4. RESULTS
To evaluate the effectiveness of applying this topic, I have compared and
done the statistical results carried out in some classes I take over in school year
2019-2020 and the first semester of school year 2020-2021 as follows:
2.4.1. Unapplied topic classes:
- The students' oral test score is not high, many of them get bad marks
(because they are lazy to study the old lessons).
- The students' grade point average is lower.
Statistics of oral test scores for the first semester of the school year 2019-2020
Number of
students

8-10
marks

6-7
marks

4-5
marks

1-3
marks

0
Mark

12K

42

7
(16,7%)

8
( 19%)

8
( 19%)

9
(21.5%)

11G

42

8
( 19%)

12
(28.6%)

8

(19%)

10
( 23.8
%)
7
(16.7%)

Class

7
(16.7%)

Statistics of grade point average of the first semester of the 2019-2020 academic
year:

Class

Number of
students

12K

42

11G

42

8.0

marks
or
more

6.5 -7.9
marks

5.0-6.4
marks

3.5-4.9
Marks

0-3.4
marks

3
9
12
(7.1%) (21.5%) (28.5%)
5
10
12
(11.9%) (23.8%) (28.5%)

14
(33.3%)
13
(31%)

4
(9.6%)
2
(4.8%)

Statistics of oral test scores for the second semester of the school year 20192020
Class
12K

Number of
students
42

11G

42

8-10
6-7
4-5
1-3
marks marks marks
marks
7
8
10
9
(16.7%) (19%) (23.8%) ( 21.4 %)
7
10

9
8
(16.7%) (23.8%) (21.4%) (19 %)

0
Mark
8
(19,1%)
8
(19.1%)
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Statistics of grade point average of the second semester of the 2019 – 2020
academic year:

Class

Number of
students

8.0
marks
or
more

12K

42

3
(7.1%)

11G

42

6
9
(14.2%) (21.4%)

6.5 -7.9
marks

5.0-6.4
marks

3.5-4.9
Marks

0-3.4
Marks

8
(19%)

14
(33.3%)

13

(31%)

4
(9.6%)

13
(31%)

12
(28.6%)

2
(4.8%)

Statistics of oral test scores for the first semester of the school year 2020 - 2021
Class

Number of
students

8-10
marks

6-7
marks

12C

39

5
8
10
8
(12.8%) (20.5%) (25.7%) ( 20.5 %)

8
(20.5%)

12G

40

5
(12.5%)

7
(17.5%)

10
(25%)

4-5
marks

10
(25%)

1-3
marks

8
(20 %)

0
Mark

Statistics of grade point average of the second semester of the 2020 - 2021
academic year:
Class

Number of
students

8.0 marks 6.5 -7.9
or more
Marks

12C

39

3
(7.7%)

12G

40

4

(10%)

5.0-6.4
Marks

3.5-4.9
Marks

0-3.4
Marks

8
12
(20.5%) (30.8%)

12
(30.8%)

4
(10.2%)

11
(27.5%)

4
(10%)

8
(20%)

13
(32.5%)

2.4.2. Applied topic classes:
- After one year and a semester of applying this new method, most of my
students had a higher score on oral tests than the previous year, the number of
students with very poor grades was very low, and the number of students
getting a score of 0 was low or even no one.
- Grade point average of the subject also increased significantly.
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Statistics of oral test scores for the first semester of school year 2019-2020:
Class

Number of
students

11D
11A

8-10
marks

6-7
marks

4-5
marks

1-3
marks

0
Mark

38

12
13
8
(31.6%) (34.2%) (21.1%)

3
(7.9%)

2
(5.2%)

40

13
14
8
(37.5%) (32.5%) (17.5%)

3
(7.5%)

2

(5%)

Statistics of grade point average of the first semester of the 2019-2020 academic
year:
Class

Number of
students

11D

38

11A

40

8.0
6.5 -7.9
marks or
marks
more
8
(21.1%)
8
(20%)

5.0-6.4
marks

3.5-4.9
Marks

0-3.4
Marks

12
12
(31.6%) (31.6%)
11
13
(27.5%) (32.5%)

5
(13.2%)
7
(17.5%)

1
(2.6%)
1
(2.5%)

Statistics of oral test scores for the second semester of school year 2019-2020
Class

Number of
students

11D

11A

8-10
marks

6-7
marks

4-5
marks

1-3
marks

0
Mark

38

13
15
8
(34.2%) (39.5%) (21,1%)

2
(5.2%)

0
(0%)

40

15
(37.5%)

3
(7.5%)

1
(2.5%)

16
(40%)

5
(12.5%)

Statistics of grade point average of the second semester of the 2019-2020
academic year:
Class

Number of
students

11D

38

11A

40

8.0 marks
or more
9
(23.7%)
10
(25%)

6.5 -7.9 5.0-6.4
marks marks
13
13
(34.2%) (34.2%)
15
12
(37.5%) (30%)

3.5-4.9
Marks
3
(7.9%)
3
(7.5%)

0-3.4
Marks
0
(0%)

0
(0%)
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Statistics of oral test scores for the first semester of school year 2020-2021:
Class

Number of
students

12D
12A

8-10
marks

6-7
marks

4-5
marks

1-3
marks

0
Mark

39

12
14
10
(33.8%) (35.9%) (25.6%)

3
(7.7%)

0
(0%)

39

13
(33.3%)

3
(7.7%)

1
(2.6%)

16
(41%)

6
(15.4%)

Statistics of grade point average of the first semester of the 2020-2021 academic

year:
Class

Number of
students

12D

39

12A

39

8.0 marks 6.5 -7.9 5.0-6.4
or more marks marks
8
13
15
(20.5%) (33.3%) (38.5%)
9
13
15
(23.2%) (33.3%) (33.3%)

3.5-4.9
Marks
3
(7.7%)
2

(5.2%)

0-3.4
marks
0
(0%)
0
(0%)

From the statistics above, it is very easy to realize that the number of
students in applied topic classes got high points is much higher than those in
unapplied topic classes. Especially, the number of students got bad marks (0, 1,
2, 3) decreased considerably.

III. CONCLUSION
3.1. THE SUMMARY OF THE STUDY
The issue of innovating the teaching method must be associated with the
innovating the assessment, in which innovation of oral test is an extremely
important and urgent step that teachers must perform regularly to improve the
educative quality and promote students' activeness in acquiring knowledge.
Clearly, after a year of applying this topic, I realized that the atmosphere of the
classroom was completely lively, students’s learning attitude was highly selfconscious, and they no longer had the thought of learning to cope. Moreover,
the student's academic results also improved significantly. That is also the
motivation to help teachers be more enthusiastic and excited in the teaching
hours. Through these regular oral tests, teachers will discover students' abilities
as well know which students are still weak to promptly help them to improve
their knowledge and skills. In addition, it helps teachers adjust their teaching
process to suit the level of knowledge and awareness of students.
3.2. RECOMMENDATION
18

Applying these improvements effectively requires very careful preparation
of teachers. Teachers have to redesign Exercises, Tasks in textbooks and create
more types of exercises close to the test and exam questions. In addition, the
teachers must evaluate students fairly, objectively and encourage them in time,
the attitude must be tactful. While checking a student's work, the teacher must
have a way to attract other students to join in solving the problem, avoiding the
situation of teachers working with one student. The teacher sets a question
system for the whole class to think and mobilize knowledge and to test the level
of understanding of students in the class.
3.3. SUGGESTIONS FOR FURTHER STUDY
Through practical teaching and implementing of this topic, I would like to
recommend some of the following requests:
- The textbook program should be offloaded so that teachers have more
time to examine students' oral tests.
- The form of assessment and examination should be improved, the test
questions should not be 100% multiple choice, because this will not assess the
speaking, writing skills of students. The change of test form will help to limit
the dependence and laziness of students in accumulating knowledge, skills,
vocabulary ... and at the same time help students to see the results of their true
ability.
- The school library should add more reference books for students and
teachers.
Above is my little experience in innovating oral tests in order to contribute
to test innovation and evaluation. I hope to receive many comments from
colleagues to improve my topic.

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REFERENCES
1. Nguyen Thi Phuong Hoa - Modern teaching theory.
2. Thai Duy Tuyen - Traditional teaching method and innovation. Education
Publishing House 2008.
3. Regulation 40 evaluating and classifying junior and high school students.
4. English 10,11,12 (Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh,
Nguyen Thu Phuong, Nguyen Quoc Tuan) - Education Publishing House.
5. English 10,11,12 - Teachers' Books (Hoang Van Van, Hoang Thi Xuan Hoa,
Do Tuan Minh, Nguyen Thu Phuong, Nguyen Quoc Tuan) - Education
Publishing House.

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