SKKN some suggestions for helping students at lang chanh high school develop speaking skills

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT LANG CHÁNH

SÁNG KIẾN KINH NGHIỆM

SOME SUGGESTIONS FOR HELPING STUDENTS
AT LANG CHANH HIGH SCHOOL DEVELOP SPEAKING SKILLS

Người thực hiện: Nguyễn Thị Xuân
Chức vụ: Giáo viên
SKKN thuộc lĩnh vực: Tiếng Anh

THANH HOÁ, NĂM 2021

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THE TABLE OF CONTENTS
PARTS
I. INTRODUCTION

II. CONTENTS

IV. CONCLUSION
REFERENCES

CONTENTS
1. Reasons for choosing the topic
2. Aims of the study
3. Scope of the study
1. Theoretical background

2. Practical background
3. Methods for implementation
1. General summary
2. Recommendation
1. Websites
2. Textbooks

PAGES
2-3
3
3
3-5
5-7
7 - 20
20
20 - 21
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I. INTRODUCTION
1. Reasons for choosing the topic

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In the trend of global integration, English is considered as an international
language. It is the major language of intercommunication, international
commerce, business, science, culture and so on. In Vietnam, the economic opendoor policy pursued by the Government has increased the demand for using
English. Therefore, there has been a positive trend of teaching and learning
English across the country. English is also introduced to the educational
curriculum from primary education (optional) to tertiary education

(compulsory).
In addition, teaching English always has many fluctuations and changes
according to the general evolution of world civilization and culture - That is
something that no one can deny. Therefore, it is required that the instructors of
this subject are always responsible and enthusiastic to convey knowledge
effectively and meet the requirements of society.
Recognizing the importance of speaking skill ,the teachers of English in
high schools have the responsibility to equip students with basic and solid
knowledge so that they can study English well at their level. Study higher or be
able to communicate common sentences with foreigners. We always try to
improve our professional expertise, learn from the experience of the masters,
consult and share experiences with our colleagues, as well as find out and learn
creatively effective and attractive teaching methods to motivate students and
continuously improve the quality of teaching. In terms of theory, the teacher
must be the one who teaches them to correctly understand and practice the
knowledge in the curriculum through the following skills: Reading, Speaking,
Listening, and Writing. Since then, they take the initiative in communicating and
using language for each of their own purposes such as translation, document
writing, and interviewing. So that, it’s easier for them to work in international
or venture companies.
Through the years of applying innovative methods in teaching English in
high schools with the new textbook program, there have been many experienced
teachers who actively serve the teaching of English. However, I realize that there
are still problems that continue to arise in the practical teaching at our school,
we are always pondering, thinking and finding solutions .One of the issues is:
how to effectively teach SPEAKING to improve students' communication skills,
as well as improve the quality of teaching English at Lang Chanh high school. In
order to help the students build up motivation for speaking lessons, develop
effectively communication habit outside classroom so that students can improve
speaking skill and can response the goal of language learning in general is to be

able to communicate fluently, I choose the topic of study: “Some suggestions
for helping students at Lang Chanh high school develop speaking skills ”
2. Aims of the study.

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Some main purposes covering the study are summarized as follow:
+ To understand the theoretical background of speaking in communication
in order to improve students’ English speaking skills.
+ To investigate some active activities for speaking lessons.
+ To help English teachers, especially teachers of English at upper
secondary schools to find out the optimal methods applied when organizing
activities to teach speaking skills effectively in class.
3. Scope of the study
This study is only concerned with ways of organising activities in the class
rather than with teaching techniques.
II. CONTENTS
1. Theoretical background:
1.1. The importance of English Language
The English language has become an international language. Among
nations it serves as a lingua franca. It is spoken, learnt and understood even in
those countries where it is not a native’s language. English is playing a major
role in many sectors including medicine, engineering, education, advanced
studies, business, technology, banking, computing, tourism etc. All our software
development today, the communication facilities available to us through internet,
our access to a variety of websites, are all being carried out in English. Most of
the research works are conducted and compiled in English. Anything written and
recorded in this language is read and listened to, in wider circles. As a result,
English is being taught and learned around the world as a second language

today.
( />1.2. The importance of developing English speaking skills
First of all, money talks, English is the global language of business. English
is considered the global language of business, trade and commerce. Due to
massive (a lot of) growth in the last two centuries, America and the United
Kingdom have emerged as leaders in the marketplace. Because of this, English
has become the key language for business. Think global giants like Amazon,
Apple and Disney, and you will find that they are all based in California in the
United States.While things are slowly changing towards a more globalized
world and, hopefully, a wider use of various languages, for the time being,
English is still at the top of business. This means that if you are wanting to work
in a big company, move overseas or be an entrepreneur, English speaking is
essential.
Secondly, It is helpful when traveling. One of the key reasons that we
choose to learn another language is to speak it in a native context. And what
better way to do that than to travel to an English-speaking country? Take a look

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around the map, and you will see just how many different options are available
to explore. You can take your English speaking skills all around the world,
explore unique and different places and, best of all, communicate with the
locals!
Moreover, It opens the doors to moving and working abroad. If you are
looking to immigrate to an English-speaking country, there may be certain
requirements that must be fulfilled. More often than not, this will include some
type of English test. Take a look at the US citizenship English test and some
useful resources that will help you on your journey. This will give you a basic
idea of what level of English is required. The British Government

mandates (requires) an approved B1 level if you want a work visa.
Of course, once you are working in your new home, you will want to be
able to communicate effectively and efficiently in the English language in all
aspects of your life.
Nextly, You will be able to pass an English exam for work or school. If you
have read the previous paragraph and are confused by the significance of “B1
level,” we are going to look at it now. It is an English level earned by taking an
accredited English exam, such as the TOEFL speaking test, IELTS speaking test.
These exams have a number of uses, including being needed for visas, jobs,
university admission and more. Higher-level tests can even be specific to a
particular industry. For example, you may need to take a business English exam
or a test to teach English.
Another importances of English speaking is that It will help you with
public speaking and social events.Of course, one of the great reasons to learn
English is so you can meet new people, explore different cultures and be able
to speak English at social events with ease. In this way, you can become the life
of the party (somebody who is the center of attention and enjoying themselves).
There are other benefits of speaking English in this context. For example, you
will be able to maintain a fluent and interesting conversation in a restaurant.
Once you continue learning and increase your English level, you can also
become comfortable with English public speaking (giving speeches,
presentations, etc.). One amazing way to sound natural in social situations is to
use phrases native speakers use themselves. FluentU’s English YouTube
channel has this video on phrases American use all the time. FluentU English
has many more videos like this. Subscribe to the channel and improve your
speaking skills one engaging video at a time.
Last but not least, You can fulfill industry requirements. Continuing our
discussion regarding immigration and work, it is important to note that English
is a required language for specific jobs. For example, English is necessary for
pilots and air traffic controllers. Other industries that will require English skills

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include tourism, diplomacy and research positions. This means that English may
be vital (necessary) for your career.
( />2. Practical background
2.1. Background of the study
2.1.1. Description of the English syllabus at high schools
At upper secondary schools, there are three levels of English: English 10,
11 and English 12. In the past the textbooks used here are the three-year-course
ones, the seven- year-course books have been used lately. English is now a
compulsory subject in schools. Students have English lessons during the first
term and second term of the school year.
The textbooks chosen are English 10, 11, 12 by Nha Xuat Ban Giao Duc.
Each consists of 16 lessons which have been covered through out the school
year with mid-term and term tests in between. Each lesson is divided into 5
periods with the aim of giving the students basic knowledge of English and
practice four skills: speaking, listening, reading and writing skill. By using this
textbook, we can develop our students’ communicative competence and our
students can learn real things from daily life. The textbooks also develop
students’ reading and writing skill. At the end of each term, students have an
exam for four skills.
2.1.2. Description of the students at high schools
Most of students at high school have already learned English for at least
four years at lower secondary school but many of them are at the low level of
English proficiency. Another fact is that most of the students are from rural areas
in diferent districts. Consequently, individual differences in learning styles,
identities, attitudes, motivation… etc are unavoidable and may cause the
teachers some problems during their teaching. In addition, their lack of

awareness on the importance of English as well as motivation makes them not
interested in learning English. Although most of them have already learnt
English for at least four years at lower secondary school, their knowledge of
English is still poor and limited. Some students can even hardly say a complete
sentence in the target language.
2.1.3. Description of the teachers at high schools
In terms of methodology, the teachers in high schools usually employ the
traditional methods of teaching especially Grammar-translation method. They
often apply this method in teaching English. In other words, they focus on
analyzing the grammar rules, not on the acquisition of language skills. They
spend most of the classroom time explaining new words, analyzing grammar
structures and translating texts into Vietnamese. Students often listen and take

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notes passively. This leads to low motivation in students and creates very few
chances for them to improve their communicative competence.
2.1.4. Description of physical setting
In most upper secondary schools, English teaching and learning activities
are mostly carried out inside the classrooms which are designed for lecture
lessons with the only classroom equipment: a blackboard, tables and a desk. The
only type of teaching aid that the English group has is some cassette recorders
and pictures. In term of class size, the number of students in an English class is
quite large, from 40 to 50. This large number causes a great deal of difficulties
for the teaching and learning activities. The materials for reference and selfstudy are not available for teachers and students at schools. In the school library,
there are only some English books that are not really helpful for teachers and
students.
2.2. Students’ Lack of motivation
The students are still deeply affected by the old and passive learning

methods such as Translation or Audio-lingual Method and the learning
environment at lower secondary school where speaking was not fully taken into
consideration. They only learn what the teacher supply in the classroom . The
information from the data collected clearly shows that students’ limitation of
vocabulary and grammatical structures, their lack of vocabularies and their
background knowledge are students’ main difficulties, which influence their
motivation for speaking as well as their presentation. Not only the students but
also the teachers faced many problems when dealing with speaking lessons.
Students had very limited vocabulary, and were too dependent on teachers, peers
dictionaries. Moreover, students often have a fearful psychology, considering
listening to foreign language is a challenge.They do not believe in themselves
and become worried when speaking.Therefore, their learning will be difficult to
take effect. It can be said that lack of confidence is also a major limitation
affecting ability to make sense of their communication.
2.3. The reality of quality of English at Lang Chanh High School.
Most of my students come from various villages in Lang Chanh district.
They have no opportunity to interact with foreigners directly. Therefore, it will
be difficult for them to understand linguistic phenomena such as linking,
contracted forms, omitted words or sometimes speakers use incorrect grammar
sentences…In addition, they also have few chances to contact with native
speakers, the environment for communication in English is not available. On the
other hand, students are still influenced by the old ways of teaching and
learning, not focusing on developing communication skills. Therefore, they do
not have many opportunities to practice and develop speaking skills.

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Moreover, at Lang Chanh high school, students only focus on grammar and
vocabulary.They are hardly allowed to practice communication skill, and

learning grammar is very merchanical, mainly reading, memorizing,and
coppying, sometimes it is not highly effective.
Students in Lang Chanh high school do not have conditions to practice
skills such as listening and speaking because there is no room for practice. The
textbook knowledge is old and has not been modified. The curriculum is too
grammar-heavy, turning them into a "walking grammar book". With such
learning conditions, even specialized language students also have difficulty in
listening and pronouncing, much less are mountainous students.
However, the implementation of innovation of teaching method in Lang
Chanh High school in general, in Foreign Language group particularly has
initially gained encouraging results during the last ten years. There are many
active methods and technique applied on the topic of the lessons and the
knowledge level of each group. From what I have experienced in my teaching
process, I have figured out that one of the most practical methods at Lang Chanh
High School is getting students to work in groups and encourage them to
communicate during the English lessons. As a result, the quality of students'
English learning at our school has been gradually improved. They become more
confident to talk. Nevertheless, using active methods into speaking lesson
effectively is not simple. Therefore, in this study I really want to discuss about
how to “Unit 8. Celebration-Part B. Speaking - English 11 Textbook"
effectively.
3. Methods for implementation
3.1 Introduce the goals and ways to practice speaking skills with
students.
Speaking can be practiced individually or in pairs or groups. If practicing in
pairs or groups, teachers must divide class into pairs and groups first, so that the
students know whom they have to practice with. When practicing in groups, the
teachers need to know who the is the leader of each group and specify the
practical task of the group at the same time. The teachers must also ask for
discipline when practicing.

3.2 Speaking practice must be systematic, continuous, and followed the
motto from easy to difficult
This requires teachers to be creative, know how to redesign, and adjust the
layout of each task (if necessary) to highlight the core contents and create
opportunities for students to practice speaking.
Example 1: Unit 6- Future Jobs- Speaking (p 66)
Task 1: Match a job in column A with at least two descriptions in B

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If the teachers do not pay attention to the design of the teaching activity,
they will lose the opportunity to practice speaking for the students because the
task is only to match each career in column A with 2 descriptions of that
profession in column B be suitable. Accordingly, the teachers will stop for
students to complete the match such as: (A doctor is connected with the
description “take of people’s health” + help save people's lives.) But in my
opinion, we should design guiding students to understand the content of Task 1
by asking some prompting questions:
Now, Look at the table and tell me:
1. How many jobs there are in column A? Ss: There are four
2. How many descriptions there are in column B? Ss: there are eight
So work in pairs. Match a job in column A with at least two descriptions in
B within one minute.
- Teachers walk around the classroom to help students if needed. When
the 1 minute is up, teachers leadstudents to a new activity by asking: Have you
finished matching? (Ss: yes)
- T says: Let’s practice speaking. (Teacher explains that )when 2 students
practice asking answering about the jobs, all of you have to listen and check
their matching.

- The teacher can give suggested sample Q&A (if they are students in a
non-public school):
St1: Could you tell me what a doctor often do?
St2: A doctor is a person who takes of people’s health and helps save
people’s lives.
- At this time, when the students practice speaking, they also have
matched the Task 1. Note that when each pair of practice is finished, the teacher
should ask the whole class or a student to comment the contents that pairs has
just completed. The teacher gives suggestion, then you should check the answers
and give appropriate compliments to inspire students in the following tasks.
Example 2: Unit 1- HOME LIFE – Lesson Speaking (p15)
- The teachers can combine Task 2 and 3 into one and adjust the
requirements of the task such as: Work with a different partner. Ask and answer
questions about family life to find out whether your friend’s family life is like
yours. Note down the answers in the table.
1. Who works in the family (Who works in your family?)
2. Who does the household chores
(Who does the household chores in your family?)
3. Your friend’s responsibility in the family
(What is your responsibility in the family ?)
4. The interest the family members share closely
(What interest do your family members share closely?)

Both parents
………….
Cooking,
cleaning
the house ……..
…………….

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5. The person your friend often share his/ her secrets with
(With Whom do you often share your secrets? )
6. The person your friend talks to before making important decisions
(Who do you talk to before making important decisions?)

……………..
………………

- To help students do well in this task, teachers must guide students how
to ask the right questions (especially weak students), so that they have the
opportunity to confidently communicate.
3.3. Depending on situations and requirements, teachers need to prepare
forms of suitable teaching for the types of students.
3.4. Practicing speaking in each part of the lesson
* Warm – up : Teachers can ask some questions related to the main topic
in the lesson through techniques such as Chatting, Jumbled words, Pictureques,
Bingo , and so one. or asking some questions about the weather, date, class
situation. study, work on holidays ... or using pictures to lead students to new
lessons. This is an activity that makes learning atmosphere exciting from the
first minute because students are easily attracted to beautiful, realistic images.
However, teachers should not spend much time on this activity, only 3 to 5
minutes is enough.
Example 1: Unit 5- HIGHER EDUCATION- SPEAKING (p 55-sgk12)
- The teacher divides class into 2 groups and instructs the rules of the game
"Bingo". Teacher Asks each group prepare for 1 minute about the jobs they
know in English. After 1 minute, the representatives of each team come up to the
board to write their answers in 1 minute. Then the teacher checks the answers on

the board and counts the number of jobs that each team scored. The team who
writes correctly more occupations will be the winner. Teacher congratulates the
winner and leads to the lesson with the question: what job do you like to work,
Tam? Why?
Student 1: I would like to work as a doctor because I want to treat and help
many people.
Teacher: (call another one) What about you, Lan?
Student 2: I would like to work as a pilot because it is an interesting job.
Teacher: OK, good!
- Teacher leads to the lesson : “All of us have just heard that Tam wanted to
be a doctor but Lan wanted to be a pilot. I am sure that everyone here would
choose for themselves a job in the future with many different reasons. To know
more about the jobs each of you choose to work in the future, let’s start our
lesson today.”
Example 2: Unit 16- “Historical places” – SPEAKING
Game: Finding what they are

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- Teacher prepares 3 beautiful, hidden color pictures of 3 famous places in
Vietnam. The teacher asks the students to answer the questions to find out what
landmarks are. Students who answer correctly will receive a good score or a gift.
Hidden picture 1: - This is the place where Uncle Ho was buried.
- It is situated in Ba Dinh Square

Hidden picture 2: - This is the place in Hue city
- It is one of the world cultural heritages in Vietnam

Hidden picture 3: - It is a famous place in Ho Chi Minh City

- It is also called Independence Palace

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* Presentation: Speaking skills are usually performed in the introduction
of the scene (set the scene) and presentation the new structure through the
wizard: Dialogue build, Concept checking….
Example: Unit 3- Ways of socialising- Lesson Speaking (p 33)- Task 1
- Teacher asks students to read the request of Task1 and say how to do it in
front of class.
- Teacher reads sample short dialogues. Hs listened.
- Teacher provides new words. Then, the teacher lets students practice
reading samples with the teacher, pay attention to the expressive nature of the
compliment and the response to the compliment.
- Teacher organizes students to work in pairs to practice reading dialogues
in 3 minutes. While students practice reading, the teacher walks around the
classroom to help if necessary.
- End of time, teacher calls students to read the conversation in front of
class. Teacher commented.
- Then the teacher divides the class to ask 1 row to find the sentence for the
compliment, the other sequence finds the answer to the compliment and get
feedback and write on the following board:
A (Giving compliments)

B ( Responding to the compliments)

- You really have a beautiful blouse

- Thank you, Phil. That is a nice

compliment

- Your hair style is terrific, Cindy!

- Thanks Peter. I think I’ve final found
……………..

- I thought your tennis game was a lot - You’ve got to be kidding! I thought it was
better today, Tony!
terrible.

- At this time, students can completely distinguish how to give
complements (information in column A) and how to respond to the compliment
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(Column B). Since then, students (including weak students) will easily do the
next Tasks, such as Task 2: asking students to complete the conversation by
giving praise. The teacher asked to emphasize the content to be completed with
the question: What useful language can you use to do the task?
Students answer: The information in column A
- After that, to task 3, students will surely know how to apply the language
in column B to practice more easily. Finally, students will complete Task 4
fluently and with interest.
* Practice: It is necessary to adhere to the motto from easy to difficult.
Teachers offer different types of exercises such as Substitution drills, using
Prompts or picture cues or language games to help students form practice
speaking.
* Production: Teachers create situations, context, and topics for students to
practice speaking in pairs or groups. In this section, the teacher can use pictures

inside and outside the textbook or topics close to the children such as
complimenting you on buying a new shirt, talking about the career you plan to
do in the future ,ect in a way that both meets the requirements of the lesson and
brings efficiency and stimulates students to practice enthusiastically.
3.5 Put speaking skills into tests
In general, testing and examinations have a guiding effect for teaching and
learning. It can be said that, for high school students, what they learn is geared
towards testing and exams. However, if you study the 15-minute tests, 1-period
tests, final tests, national examinations, even exams for advanced students, you
can jump into the conclusion that what students are learning is diffirent from
what they are being tested for. The reason is that, the tests focus mainly on
grammar, vocabulary, reading comprehension and writing including sentence
rewriting and paragraph writing. The speaking is often absent.
Speaking skill has never been put into formal testing as a skill to test. As a
result, teachers only focus on teaching what is often taken to the tests and the
other content is ignored by both the students and the teacher.
From that fact, in order for students to consciously practice and develop
speaking skills, I have put this skill into tests to motivate students to study.
However, it can be seen that the design of tests with speaking is still
difficult.. Firstly, students are not used to this method and often lose interest
when getting bad grades ( the results of tests are often not good due to speaking
which is a difficult skill). Secondly, teachers lack materials to design tests which
suit the level of the students and the topics they are learning.
To overcome this, when designing the speaking tests, teacher can design
the tests following IELTS, TOEFT tests or Presentation test.
3.6 Encourage students to practice

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We need to remember that learning foreign languages must be through
practice, practice and more practice. I often encourage my students to not only
practice speaking in class but also at home if possible. Although this is a bit
difficult, we still try to encourage them and help them have more passion in the
subject. Or thanks to information technology, students can practice speaking
skills through the Internet and social network. As a result, students have more
opportunities to interact with English, their speaking skills will also improve.
Certainly, students will enjoy speaking lessons in class and learn more
effectively.
We need to encourage students to practice because “Practice makes
perfect”. However, the practice needs to be made regularly. It is said that little
but often is better than lot but sometimes.
Illustrated lesson plan
Date of preparing:
Date of teaching:
Period
UNIT 8. CELERBRATION
PART B: SPEAKING
(Time allowed: 45 minutes )
I. AIMS OF THE LESSON:
1. Knowledge : After the lesson students will be able to:
- broaden their vocabulary concerning celerbration and conservation;
- express their opinions about Tet holiday as well as the other celebrations
2. Skills:
- fluency in expressing opinion about celebration;
- improve communication skill through groupwork and presentation.
3. Attitudes:
- To encourage students to work harder
- To provide students some motivation
4. Abilities:

Self-studying, using language, groupwork and communication.
II. PROCEDURE:
* ACTIVITY 1. WARM-UP ( 3 minutes)
1. Aims: Leading students into the topic of the lesson.
2. Teaching methods: Asking and answering the questions
3. Ways to organize activity: group work
4. Teaching aids: music player, speakers

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Teacher’s activities
- The teacher divides class into 4 groups
- The teacher shows 4 pictures and play 4
parts of the 4 songs
Picture 1:

Picture 2:

Students' activities
I. Warm-up : Matching
Listen to the parts of songs and guess the
names of the songs. Then match to the pictures
and say the names of the celebrations.
Suggestion:
- The 1st song:”Rước đèn Trung thu”- Picture 4
– Mid- autunm festival
- The 2nd song: “Ngày xuân long phụng xum
vầy” – Picture 1 – Tet holiday
- The 3rd song: “My love” – Picture 2Valentine’s day

- The 4th song: “Người thầy” – Picture 3 – The
Vietnamese teachers ‘ day
- Work in groups to listen, match to the
pictures and say the names of celebrations.

Picture 3:

Picture 4:

- Give feedback to students' ideas.
- Lead in to the new lesson.
* ACTIVITY 2: PRE – SPEAKING (9 minutes)
1. Aims: Leading students into the topic of the lesson and provide students the new words,
structures and linking words to prepare a presentation.

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2. Teaching methods: presentation
3. Ways to organize activity: comunicative approach
4. Teaching aids: chalk, blackboard, pictures.
Teacher’s activities
- The teacher leads students into the lesson

Students' activities
- Listen and pay attention

- The teacher provides some new words related to their

- Listen, write down the new

lesson

words in notebook

* dress up (v): to put on formal clothes for a special
occasion;
* parade (v): a large number of people walking or in
vehicles, all going in the same direction, usually as part
of a public celebration of something
* mask (v): a covering for all or part of the face that
protects, hides, or decorates the person wearing it;
* traditional (v.): belonging to the customs or ways of
behaving that have continued in a group of people or
society for a long time without changing;
* lunar month (n): the period of time that it takes the
moon to go around the earth
>< celendar month(n):
- Teacher asks students to listen and repeat

- Listen and repeat after teacher

* Checking vocabulary: game “Teacher says”
- Teacher shows the pictures on the board and asks some
students say aloud the words.

- Pay attention and play the
game

- Teacher delete all words on the board and say the

explaination of the words. Then, teacher asks students
say the name of the picture.
- Teacher say the number of the pictures and asks
students say the words
1

2

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Teacher’s activities
3

Students' activities
4

ACTIVITY 3. WHILE-SPEAKING( 20 minutes)
1. Aims: Students can practice speaking fluently as much as possible
2. Teaching methods: Communicative approach
3. Ways to organize activity: pair work, group work
4. Teaching aids: chalk, blackboard, handouts
Teacher’s activities
Students' activities
* Activity 1 (Task 1, p. 93): Practice reading the
dialogue.
- The teacher shows the extra board and give students
instruction:
“Mai is talking with Anna, her new English friend,
about Tet holiday in Vietnam. Practice reading the

dialogue”
Mai : Do you know that Tet holiday is next month?
- Listen and pay attention in
Anna : What is Tet?
the dialogue ( stress and
Mai : It’s the time when Vietnamese people celebrate the intonation)
beginning of spring. It’s also the start of the lunar new
year.
Anna : When is it exactly?
Mai : Well, this year it’s on the 9th of February.
Anna : What do you usually do at Tet?
Mai : Well, we eat a lot of special foods, we dress up
and visit friends and relatives, and we also play some
traditional games.
Anna : Oh, that sounds really interesting.
- Work in pairs and practice
- The teacher asks students to work in pairs to practice
the dialogue and calls 1- 2 pairs to stand up read aloud
the dialogue. (The teacher checks pronunciation and
intonation)
Activity 2: Work in groups.
- The teacher divides class into 4 groups
- Work in groups to discuss about
- The teacher asks each group makes a meaningful
the celebrations
dialogue about one of these holidays/celebrations (Tet
holiday, Vietnamese teachers’ day, valentine’s day, mid
- Pay attention in the teacher’s
– autunm festival)
suggestion and note.

- The teacher guides students to use the words, the
- Practice the model dialogue
pictures in task 2, and the dialogue model below as cues.
Dialogue model:
A: What is ………………..?
B: Well, it’s the time when …….(purpose)
A: When ………………………?
B: Well, it …………..(date)
A: What do ……………… usually do ……….?

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Teacher’s activities
B: Well, …………………(activities)
A: Oh, that sounds interesting.
- The teacher calls 2 members of each group to practice
the dialogue
- The teacher gives feedback and show the extra board
to sum up the main contents when talking about the
celebrations.

Students' activities

ACTIVITY 4. POST-READING( 10 minutes)
1. Aims: - Encouraging students to know more about the meaning of celebration;
- Motivate students have more confidence to present their idea to the whole
class
2. Teaching methods: Group work
3. Ways to organize activity: Presentation

4. Teaching aids: Prepared pictures of students
Teacher's activities
Students' activities
- The teacher asks each group to present a
- Work in group
random celebration by their posters ( the
- Prepare the posters well at home
teacher asked each group works in group to
- Present the posters about celebration
make posters related 4 holidays the previous
lesson)
- The teachers guides the ways to present
(greetings, linking words,...)
- The teacher gives feedback
- Listen and pay attention
- Take note

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* Consolidation: (3 minutes)
- The teacher gives comments to students’ presentation.
- The teacher asks students to keep in their mind that as a student,they should have more
understandings about the meaning of traditional holidays/celebrations in Vietnam as well as
the other countries in the world. Therefore, they are able to spend these celebrations
significantly
- The teacher asks students to prepare the next lesson
3.3. Students' work
Some pictures below show what our students do during the lesson.
Picture 1:

Picture 2:

Picture 3:

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Picture 4: Students work in pairs and groups to do the tasks in the lesson.

3.3. Result after applying the study in teaching
When doing this study, I conducted experimental teaching in some classes
11A4, 11A8, 11A9. The results show that the quality of teaching lessons is
higher, the number of students understanding, absorbing lessons and
implementing communication skills has increased significantly. Most of the
students find that speaking skills are no longer stressful in class, they are not afraid of being wrong,
and especially their confidence in communication increases a lot.

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Class

Grade

11A8
Total
numbers of
students: 39

Very
good
Good
Average
Poor
Weak
Very
good
Good
Average
Poor
Weak
Very
good
Good
Average
Poor
Weak

11A5
Total
numbers of
students:39

11A9
Total
numbers of
students:35

English speaking practice

Before applying the new
After applying the new
methods
methods
0 student = 0 %
0 student = 0%
0 student = 0%
11 students = 28.2%
25 students = 64.1%
3 students = 7.7 %
0 student = 0 %

6 students = 15.3 %
20 students = 51.3%
10 students = 25.6%
0 student = 0%
0 students = 0%

0 students = 0%
13 students = 33.3 %
20 students = 51.3%
6 students = 15.4%
0 student = 0%

0 student = 0%
25 students = 64.1%
14 students = 35.9%
0 student = 0%
0 student = 0%

0 student = 0%
10 students = 28.6%
20 students = 57%
5 students = 14.4%

4 student = 11.4 %
23 students = 65.7%
8 students = 22.9%
0 students = 0%

III. CONCLUSION AND RECOMMENDATION
1. Summary of the study
Although there are many efforts to read, explore, share experiences from
colleagues, learn from practical teaching to draw some effective methods of
teaching English speaking skills at high school, but I noticed that some of the
issues raised in the topic were not in-depth, the illustrative examples were not
much. However, the problem in this topic is very common and real, leading
great passion for students in English. It can be said that this is a useful document
for each teacher, helping teachers (especially for teachers who are new to the
industry) to enrich their methods of imparting knowledge to students in class.
Over the past few years, the application of these techniques and strategies
for improving speaking skill has been widely adopted. Students now feel more
confident to speaking English. Their vocabulary, their background knowledge of
communication have been improved.As a result they can communicate by
english more successfully than before.
2. Recommendation
Based on what I have coped with during my teaching process, I have some
practical recommendations as following:
2.1 For teachers:
- Continue to research and research references

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- Always learn from the masters as well as share experiences with the
colleagues.
- Constantly self-study and regularly fostering through many different
resources such as Internet, E-book,ect
- Actively invest in designing suitable activities that bring high results for
learners
2.2. For educational managers.
- Investing facilities and synchronous teaching equipment.
- Encourage teachers to write experience ideas.
- Create conditions for teachers to participate in professional seminars and
improve professional skills.
- Strengthen the organization of seminars in groups, provinces to expand
opportunities to share learning experiences for all English teachers or
representatives of each school attending, then apply pressure. used in nest.
- Develop a portal on resources for teaching materials such as: Award
winning experiences, high availability should be widely applied in the whole
province.
Despite such limitations, I strongly believe that my research is successful to
some extent and I hope that teachers of English and students can get something
useful from this document.
I would like to receive your sincere criticism and constructive comment to
make it a better one for another time. Any further researches that employ
supplementary instruments such as experimental research or observations and
carry out in a longer period of time on a large scale can help to prove the above
results more strongly and persuasively and can also help to avoid the subjective
assessments from the researcher of this study.

Thanh Hóa, ngày 20 tháng 5 năm 2021
XÁC NHẬN
CỦA THỦ TRƯỞNG ĐƠN VỊ

Tôi xin cam đoan đây là SKKN của mình viết,
khơng sao chép nội dung của người khác.
NGƯỜI VIẾT SKKN

Nguyễn Thị Xuân

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REFERENCES

1. Websites


.htm



/>


/>


http:// how to design a lesson plan for teacher of English.

2. The textbook
 Gross Davis, B. (1993). Tools for Teaching. San Francisco: Jossey-Bass
Publishers.
 Text book 10, 11, 12

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