SKKN some ways to impove english speaking skill for students at dao duy tu high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

DAO DUY TU HIGH SCHOOL

EXPERIENCED INITIATIVE

SOME WAYS TO IMPROVE ENGLISH SPEAKING SKILL
FOR STUDENTS AT DAO DUY TU HIGH SCHOOL

Implementer: Le Thi Diep
Position: Teacher
Subject: English
CONTENTS
I. INTRODUCTION
1. Reasons for choosing the topic
2. Purpose and research tasks
2.1. The purpose
2.2. The research tasks
3. Subjects and scope of the study
3.1. Subjects of the study
3.2. Scope of the study
4. Methods
4.1. Observe pedagogy
THANH HOA 2021

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CONTENTS
I. INTRODUCTION
1. Reasons for choosing the topic
2. Purpose and research tasks
2.1. The purpose
2.2. The research tasks
3. Subjects and scope of the study
3.1. Subjects of the study
3.2. Scope of the study
4. Methods
4.1. Observe pedagogy
4.2. Look at the document
4.3. Look at the pedagogical activities
II. PROBLEM SOLVING
1. Theoretical basis
2. Practical basis
3. Implementing measures
3.1. Learn and study words and phrases
3.2. Memorize basic common sentence patterns.
3.3. The content of the lesson must be associated with reality
3.4. Memorize sample conversations.
3.5. Use Handouts
3.6. Enhance opportunities for students to communicate in English.

3.7. Practice English every day.
3.8. Record video clips to practice sample conversations.
III. CONCLUSION AND PROPOSAL
1. Conclusion
2. Proposal

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I. INTRODUCTION
1. REASONS FOR CHOOSING THE TOPIC.
Communication plays an important role in human’s life, a daily activity that
occurs continuously at all times, and is a link between speakers and listeners.
Therefore, the ultimate goal of a foreign language learner is communication.
For Vietnam today - a country that is on the way of development and
international integration, the demand for communication in English is
increasingly demanding. In addition, in the process of industrialization and
modernization, foreign languages in general and English in particular are
increasingly asserting their importance and being promoted in education. In this
language training, learning communicative English is considered an effective
and important educational option for all ages, especially students, because it is
the key to expanding knowledge that will help students learn more. they do
better in their work and open the door to success in the future.
The ability to communicate in English is one of the basic competencies that
need to be formed for the young generation of Vietnam, especially when they
are still students in high school. It is because teaching and learning English at
the high school level has a continuation of basic knowledge from junior high
school, so they can quickly adapt to new knowledge, contributing to helping
students broaden their horizons. enrich life experiences, promote thinking
capacity and improve understanding of the culture and society of countries and
peoples in the world as well as deepen their understanding of their own culture
and society. ethnicity, laying the foundation for continued learning at higher
levels, lifelong learning and the holistic development of students.
It is because of the importance of English in general and communication skills

in English in particular that I have chosen the topic "Some ways to impove
English speaking skill for students at Dao Duy Tu High school" as my
research topic.
2. PURPOSE AND RESEARCH TASKS.
2.1. The purpose:
- Giving some ways to help students to develop communication skills in
English.
- Helping students more confident when speaking English in speaking
periods as well as some competitions.
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2.2. The research tasks:
- Understanding the way to use foreign language to communicate
- Understanding the problems of the students when speaking English at
Dao Duy Tu high school.
- Classifying the kind of communications.
- From the results of the research, I give some measures to practise
speaking English effectively at Dao Duy Tu high school.
3. SUBJECTS AND SCOPE OF THE STUDY:
3.1. Subjects of the study.
- Teaching students of state high school system who are studying English
textbook program. (7 years)
- Some models used in conversations
- Some questions used in some popular competitions
3.2. Scope of the study.
- Studying the best approach so that the teacher can apply when helping
students to develop speaking skill effectively.
- Conducted in some grades at Dao Duy Tu in the school year 2020-2021.
4. METHODS.

4.1. Observe pedagogy.
- Attending classes, studying teaching methods for English speaking skill
and abilities of the students when they speak English at Dao Duy Tu high
school.
4.2. Look at the document.
- Observing the text book, questions asked in some competitions, speaking
periods.
- Reading books, studying materials about theoretical basis about
communication skills in general and speaking skills in particular.
4.3. Look at the pedagogical activities.
- Looking at the lesson plans, pictures, furniture and teaching equipment.
- The level of the lesson and the English speaking skills of the students.
II. CONTENT
1. THEORETICAL BASIS:
The importance of English is increasingly being affirmed. Nowadays, English is
no longer just limited to a subject but has gradually become a daily
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communication tool for many young people. English has now become a global
language. Among dozens, hundreds of different languages, the world has chosen
English as a means for people to understand each other. According to data from
Wikipedia, 53 countries use English as an official language. International events
such as the Olympic Games, global organizations, multinational companies, etc.
also consider English as a common language of communication. It can be said
that, in many fields, English has completely conquered.
In addition, English is a beautiful language, associated with many unique
cultural features from the countries that use it. Therefore, communication skills
in English are very important, it is worth investing our time and effort.
2. PRACTICAL BASIS.

Previously, the main goal of teaching and learning foreign languages was
grammar and reading comprehension to serve exams and research in literature,
science and technology. Today, in order to serve the policy of opening up,
renewing and integrating with the region and the world, the goal of foreign
language teaching is communication. In order for students to communicate well,
teachers must change the way they teach according to the method of
communication in language.
Most high school students have relative grammar knowledge from the process of
studying in elementary and junior high schools. However, to communicate
successfully, that knowledge is still not enough. In fact, students can master the
rules of grammar, but the use of English fluently to communicate is still very
modest; students are still very afraid to use English in communication,
especially high school students. Of course, for many different objective and
subjective reasons, but this is the concern of many English teachers at this level
and of educational managers across Vietnam. High school students
communicating in English well is an important prerequisite for exchange
activities and access to opportunities for success in the next stage of
development.
In addition, in order to be able to access world knowledge, first of all, one must
be good at foreign languages in order to cultivate understanding on a par with
the times. sketchy, mainly just to cope, take the average score to "pass" in exams
as most students think today. Due to the wrong perception of the purpose of
learning English by a large number of students, it is a fact that the students'
communication skills in the classroom as well as in real social situations are still
very poor. Limitations require teachers to make efforts to find appropriate
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methods for their students to help them become more confident in
communication as well as being able to communicate better.

3. IMPLEMENTING MEASURES
3.1. Learn and study words and phrases
To speak well, of course, learners must have a rich vocabulary, otherwise they
will not be able to create appropriate sentences. Just like children, when learning
languages, they need to know both words and phrases at the same time.
Before we can speak well, we need to learn how to speak properly first.
Therefore, when teaching vocabulary besides the semantics of words, teachers
need to focus on standard English pronunciation. Learning pronunciation is an
extremely important part because when we speak correctly, we will hear well
and convey our ideas to the audience in the most accurate way.
There are many effective methods of teaching vocabulary, but I do not go into
vocabulary teaching skills, but only mention effective ways to test vocabulary to
help students be more confident in communication such as:
- Check vocabulary by topic
- Check vocabulary by letter
- Check vocabulary by sound
- Check vocabulary by string after each other
Teachers should note that to make sure students master a certain word, teachers
need to check and evaluate both reading and semantics.
Some popular topics are:
+ Animals : hrino, elephant, tiger, lion, buffallo, panda, cow, ox, monkey, wolf,
dog, cat, chicken, goose, swan, sperm whale, dolphin, shark...
+ Sports: Football, basketball, volleyball, baseball, badminton, table tennis,
fencing, climing, running, walking, shooting, boxing, wrestling, swimming,
cycling, weighlifting ...
+ School: principle, teacher, student, bodygard, staff, secretary, classroom,
board, chalk, desk, ruler, book, notebook, pen, test, exammination ...
+ Places : hotel, restaurant, bar, park, bank, hospital, school, church, pagoda,
mausoleum, art gallary....
+ Jobs : farmer, teacher, engineer, player, actor, singer, driver, hairdresser,

writer, doctor, scientist, flowerist, biologist, artist ...
+ Food : - vegetables: cauliflower, bean, mushroom, tomato, potato, pea, spring
rolls
- Fish, meat, pork, beef, egg, rice, bread ...
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- Milk, juice, wine, alcohol, champain, coffee, tea ...
Example of how to check consonants and vowels:
+ /k/ : schoolarship, keep, kick, Christ, can, kill, cup, car ....
+ /ʊ/ : should, would, could, foot, put, good, woman ...
Example of String lexical check :
Love – English – history – young – generation – night – teach – chorus – shop
– pea – anger – row ....
The principle of common vocabulary learning is learning in phrases in
sentences, avoiding learning dumb words, standing alone. For example, learning
the word "die" must learn in the group of words "die off" or "die out", learning
"bored" must remember the phrase "be bored with" then students will know how
to make sentences correctly.
When teaching Phrasal Verb, teachers should assemble in one of two ways: by
verb or by preposition.
Examples of verbs:
TAKE
- take after: resemble/ be similar to an older member of your family in
appearance or character.
- take away: to remove sb/st
- take back: to return st to the place that you got it from
- take care of : care for
- take off : land
- take on : to start to employ sb

- take st out : to remove st from inside your boby
- take over : to get control of st
- take part in : participate in
- take place : happen
- take up: to start doing st regularly as a habit
Examples of prepositions
ON
- Based on st
- Call on sb to do st
- Comment on st
- Concentrate on st
- Congratulate sb on st
- Consult sb on st
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- Count on st
- Decide on st
- Depend on sb/st
- Get on a train/a bus/ a plane
- Intent on st
- Keen on st
- Set on fire
To improve the ability to remember vocabulary, the most effective way is to use
it as much as possible. Students may be awkward and unnatural at first, but over
time they will become more proficient at using the word.
3.2. Memorize basic common sentence patterns.
The principle in communication is to react quickly and answer immediately.
Therefore, memorizing sentence patterns can help us communicate in English
more fluently because we do not have to spend time thinking about word

assembly. However, teachers cannot let students memorize all the sentences in
the textbook, but must filter the most common and simplest sentence patterns to
help lay the foundation for students to learn more later. The teacher can classify
the following sentence patterns:
Sample sentences to collect and confirm information:
Yes-No question
Ex : - Do you love me? - Yes, I do
- Are you a teacher ? Yes, I am
- Do you think he will pass the exam easily? I don’t think so
- Are you sure you can do it? I hope so
- Will you go with me to the wedding party? I’m afraid not
3.3. The content of the lesson must be associated with reality
Introduce the lesson with questions that are close to reality.
Introducing the lesson by asking real-life questions about students with relevant
content in the lesson with simple YES-NO questions can also help children get
more excited about entering a new lesson as well as help them to be more
confident in communication. For example, in Unit 4- English 12 - Listening
period can be introduced as follows:
* Suggested questions:
1. Did you always work very hard?
2. Did you always listen carefully to your teachers?
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3. Did you always behave well?
4. Did you pass your exams easily?
5. Did you always write your homework slowly and carefully?
6. Did you think school days are the best days of your life?
-> Move around to give help
-> Call on some students to present in front of the class.

-> Give feedback.
Creating simple conversations helps students to remember, memorize, and apply
in practice, so teachers need to design some exercises with high practical
relevance to bring effective teaching. highest teaching.
For example: In the English book, English book 10, the topic of lesson 3 is
about sb’ background, the teacher can design a simple dialogue as follows:
S1 : Good morning!
S2 : Good morning!
S1 : I’m a journalist. Can I ask you some questions?
S2 : Yes. Of course
S1: What’s your name?
S2: I’m Jenny
S1: When is your birthday?
S2 : I was born on 20th May
S1 : Where were you born?
S2: I was born in Manchester
S1: Where do you live?
S2 : I live in ….
S1 : What are your parents’ jobs?
S2: They are teachers.
S1: What’s the name of your primary/secondary school?
S2: It is...
S1: What’s your favourite subject?
S2: I like English, Maths ...
...
3.4. Memorize sample conversations.
For students in elementary grades, they cannot create their own dialogues to
communicate. Therefore, teachers need to provide sample conversations to help
students get used to them.
In English book English 10, the topic of lesson 12 is to ask and answer about

music After teaching some new words and some necessary new corpus samples
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for students to practice, the teacher can lead into the topic of the lesson as
follows:
A: Do you like music?
B: Yes. I do
A: What kind of music do you like?
B: I like pop music
A: Why do you like it?
B: Because it is relaxing
A: What is your favourite band?
B: My favourite band is Backstreet Boys?
A: Who is your favourite singer/ musician?
B: My favourite singer/ musician is Michale Jackson/ Van Cao.
A: What is your favourite song?
B: My favourite song is “My heart will go on”
A: When do you listen to music?
B: I listen to music when I have free time.
To help students deepen the above sentence patterns, teachers can let them
practice as follows:
+ Practice by reading in unison a few times.
+ The teacher practices with a few good and good students (done by roleplaying, paying attention to changing roles).
+ The teacher conducts the students to practice in pairs a few times.
+ The teacher checks a few pairs.
+ The teacher deletes some words and phrases in turn (usually the key words of
the dialogue).
+ Conduct for students to practice in pairs the above dialogue several times.
+ The teacher continues to check a few pairs.

+ The teacher deletes all the dialogue in turn.
+ Conduct for students to practice in pairs the above dialogue several times.
The teacher gives the students to practice but now the students have to work on
their memory and finally memorize the dialogue. At this time, the teacher checks
the students in pairs.
3.5. Use Handouts
To save time taking notes in class and also to give students a base on which to
build their own conversations, teachers can use handouts. In all lessons, teachers
can use handouts, which requires teachers to prepare well before class.
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Example in English 11-Unit 8) period 2 ( speaking ) -task 2 This activity is to
ask about some popular holidays and celebrations in Viet Nam and in the world.
After reviewing some new words about celebrations exercises and some new
material samples needed for students to practice, the teacher distributes handouts
for students to guide and lead into the topic of the activity.
- T says: You are going to ask some questions about holidays and celebrations
Let's do it.
-Students practice the following sentences in pairs.
+ When is Thanksgiving ?
+ It is ……………
+ What is its main purposes ?
+ What do people usually do at …?
+ How do you feel about it?
Holiday/ Celebration
1. Valentine’s Day
(14th February)

Its main purpose

Its activities
a. People express their A. They give chocolates,
love to each other.
flowers or gifts to the
people they love.
2.Mid – Autumn Festival b. People celebrate the B. Children wear masks,
(15thday of the 8th lunar largest full moon in the parade in the street, have
month)
year.
parties with special
cakes and lots of fruits,
etc.
3. Thanksgiving
c. People celebrate the C. Family members get
harvest.
together. They prepare a
large meal with roast
turkey.
+ The teacher practices with a few good and good students (done by roleplaying, paying attention to changing roles).
+ The teacher conducts the students to practice in pairs a few times.
+ The teacher checks a few pairs.
+ Conduct for students to practice in pairs the above dialogue several times.
+ The teacher continues to check a few pairs.
+ The teacher deletes all the dialogue in turn.
+ Conduct for students to practice in pairs the above dialogue several times.
3.6. Enhance opportunities for students to communicate in English.
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In my opinion, in addition to the factors of language ability, the environment in

which language is used is an extremely important factor. We cannot
communicate without a partner or without a purpose. This is not possible for a
normal communication operation. For English, communication opportunities
need to be expanded, beyond the scope of basic speaking lessons.
Therefore, teachers can assign pairs or groups to ask students to practice more.
In addition, teachers can also coordinate with their Foreign Language team to
organize extra-curricular activities such as "English rhetoric" "English story
telling" "English club"... or encourage students to be active. Watch TV, videos,
listen to the radio, read English newspapers or practice listening and singing
English songs…. Surely these activities will help them improve their English
communication skills.
The following is some of the content that has been implemented in the "English
club" program that we have used.
In order to make the first events a success and create a good foundation for the
following programs, teachers should select the 40 best and most Englishspeaking students from the whole school to participate in the program. About a
week before the program, the teacher should let the children draw lots and
divide them into four teams so that they have time to get acquainted and prepare
well for the program.
Specific content as follows :
I. Greeting: Each team prepares a greeting to introduce their team in different
forms. The team that is more unique will be the winner. The maximum time for
this part is 5 minutes. Ladder. The score for this section is 40 points.
II. Quick answers: There are 10 questions in all for the teams to play, they
listen carefully and answer quickly within 10 seconds for each question. Each
correct answer scores 4 points. The total score for this section is 40 points.
III. English singing: Each team presents an English song that can be danced for
5 minutes. The maximum score for this section is 40 points.
IV. Making conversations: Each team draws a situation and then creates a
dialogue and presents it for 3 minutes. The dialogue must be appropriate to the
content, presented fluently, naturally and creatively. The maximum score for this

section is 40 points
V. English Rhetoric. There are a total of 10 topics, representatives of teams 1
and 2 draw 1 topic, representatives of teams 3 and 4 draw another topic, then
each pair of teams presents their views on that topic and gives feedback.
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together for 10 minutes for each team (both presenting and responding to your
team's critique). The maximum score for this section is 40 points.
Teacher can use questions from textbook 10, 11, 12 some from general
knowledge. Some questions that can be used in the “Quick answer”
1. In which subject you learn about living things? - Biology
2. What is the first national name of Viet Nam? - Van Lang
3. Who was the first man to walk on the moon? - Yuri Gagarin(English 11 – Unit
15)
4. She is a King’s daughter. Who is she ? - A Princess
5. Who wrote “Romeo and Juliet? - Shakespeare
6. Which language is the most widely used in the world ? - English
7. What is the real name of To Nhu? - Nguyen Du
8. How old was Uncle Ho when he died? -79 years old
9. Which football team was the champion in World Cup 2010? - Spain
10. Which mountain is the highest in the world? - Everest
11. Which ocean is the smallest? - The Arctic
12. Which ocean is the biggest? - The Pacific
13. Which animal has the longest neck ? - giraffe
14. Which province does Truong Sa belong to? - Khanh Hoa
15. Which country first produced paper? - China
16. Name the author of Vietnamese anthem. -Van Cao (English 10 – Unit 12)
17. How often do the Olympic Games take place? -Every four years (English 11
– Unit 12)

18. What do you call people who can’t see anything? -The blind (English 10 –
Unit 4)
19. What is the nationality of Pele’, a famous football player? - Brazilian
(English 10 – Unit 14)
20. Who was the first woman in the world won the Nobel prize? - Marie Curie
(English 10 – Unit 3)
21. Which mountain is the highest in Vietnam? - Phanxipang
22. Who discovered the law of Gravity? – Newton
23. Where is the Great Pyramid of Giza located? - Egypt(English 11 – Unit 16)
24. Who was the Statue of Liberty made by? - The French (English 10 - Unit 15)
25. Which province in Vietnam has 2 World Culture Heritages? - Quang Nam
26. Which city is the biggest in the world? - Mexico City
27. Where do professors work? - At university
28. What do you call Saturday and Sunday? - weekends
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29. Where do teachers and students work? - At school
30. Which city is famous for Ba Na Hill?
- Da Nang
31. When did Uncle Ho leave Nha Rong harbor? - In 1911
32. Who is the first Vietnamese to fly into space? - Pham Tuan (English
11Unit 15)
33. Which city is the home of the United Nations? - New York
34. Which song is used in the film Titanic?- My heart will go on(English 10 –
Unit 13)
35. Which lake is the largest in Vietnam? - Ba Be
36. Which stadium is the most modern in Vietnam? - My Dinh
37. Which is the longest structure in the world? - The Great Wall of
China(English 11 – Unit 16)

37. Which country exports the most rice in the world? - Thailand
39. What do call people who have no job? - The unemployed
40. Where were the 24th Sea Games held? - In Laos
41. Who is the Mid- Autumn Festival in Vietnam held for? - Children(English 11
– Unit 8)
42. What kind of film does “ Tom and Jerry” belong to ? - cartoon(English 10 –
Unit 13)
43. Which continent is the largest continent in the world? - Asia
44. Where was Vo Nguyen Giap general born? - Quang Binh
45. Which fruit do monkeys like best? - Banana
46. What is the nationality of CacMac ? - German
47. Which woman became the first king of Vietnam ? - Ly Chieu Hoang
48. What is the capital of the United States ? - Washington D.C
Some situations that can be used in the "Making conversations" section
1. You want to ask your friend about information from a timetable. Make a
conversation about it. (English 10 – Unit 1).
2. Your new friend wants to know about your background. Make a conversation
about it.(English 10 – Unit 3).
3. Your father wants you to show him the way to use a computer. Make a
conversation about it. (English 10 – Unit 5).
4. You and your friend are talking about the measure to protect endangered
nature. Make a conversation about it. (English 11 – Unit 10).
5. Your friend wants to know about your favorite singer. Make a conversation
about it. (English 10 – Unit 12).
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6. A friend and you are discussing the advantages and disadvantages of energy
sources. Make a conversation about it. (English 11- unit 11)
7. You and your teacher are talking about your daily routine. Make a

conversation about it.
8. You look so tired and your friend comes to give you some advice. Make a
conversation about it. (English 10- unit 2)
9. You and your friends are giving opinions about jobs. Make a conversation
about it. (English 12- unit 6)
10. You and your friend are talking about the film you see last night. Make a
conversation about it. (English 10- unit 13)
Here are a few suggestions to help you present your speech more fluently.
a. Introducing about yourself
- Good morning, teachers and friends.
- Good afternoon, everybody
- I’m … , from [Class]/[Group].
- Let me introduce myself; my name is …, member of group 1
b. Introducing the topic
- Today I am here to present to you about [topic]
- I would like to present to you [topic]
- As you all know, today I am going to talk to you about [topic]….
- I am delighted to be here today to tell you about…
c. Introducing the structure of the presentation
- My presentation is divided into …. parts.
- I'll start with / Firstly I will talk about… / I'll begin with
- then I will look at …
- Next,…
- and finally…
d. Beginning the presentation
- I'll start with some general information about …
- I'd just like to give you some background information about…
- As you are all aware / As you all know…
e. Linking words
- Firstly...secondly...thirdly...lastly...

- First of all...then...next...after that...finally...
- To start with...later...to finish up...
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f. Finishing one part
- Well, I've told you about...
- That's all I have to say about...
- We've looked at...
g. Staring another part.
- Now we'll move on to...
- Let me turn now to...
- Next...
- Let's look now at….
h.Ending the presentation.
- I'd like to conclude by…
- Now, just to summarize, let’s quickly look at the main points again.
- That brings us to the end of my presentation.
i. Thank your audience
- Thank you for listening / for your attention.
- Thank you all for listening, it was a pleasure being here today.
- Well that's it from me. Thanks very much.
- Many thanks for your attention.
- May I thank you all for being such an attentive audience.
Some topics can be used in the rhetoric section
1. How do movies or television influence people’s behavior? Use reasons and
specific examples to support your answer. (English 10- unit 13)
2. Do you think that playing computer games is bad for teenagers ? Use specific
reasons and examples to explain your opinion.
3. Some people prefer to eat at food stalls or restaurants. Other people prefer to

prepare and eat food at home. Which do you prefer? Use specific reasons and
examples to support your answer.
4. Some people believe that students should be required to attend classes. Others
believe that going to classes should be optional for students. Which point of
view do you agree with? Use specific reasons and details to explain your answer.
5. Supposing you could change one important thing about your hometown, what
would you change? Use specific reasons and examples to support your answer.

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6. Do you think that attending college or university is the best way to be
successful? Use specific reasons and examples to support your answer. (English
12- unit 5)
7. Do you agree or disagree with the following statement? “Parents are the best
teachers.” Use specific reasons and examples to support your answer.
8. Do you agree or disagree with the following statement? “Television has
destroyed communication among friends and family”. Use specific reasons and
examples to support your opinion.
9. Do you think facebook is good or bad for users? Use specific reasons and
examples to support your opinion.
10. Some people prefer to live in a small town, Others prefer to live in a big city.
Which place would you prefer to live in? Use specific reasons and details to
support your answer.
3.7. Practice English every day.
Practicing English every day is the most important factor to be able to
communicate in English fluently. Because of the focus on communication, each
individual must practice English pronunciation correctly. And because “Practice
makes perfect”, everyone has to practice regularly and use them in every
possible situation. Knowledge is reinforced regularly, then our brain can

remember for a long time, thereby forming a natural reflex.
In order to help students have the habit of daily communication in English,
teachers themselves must have the habit of communicating in English when
going to class. Language learning requires perseverance and regular practice, at
first both teachers and students may face many difficulties and sometimes
discouragement, but with enthusiasm and passion as well as good awareness I
believe we will succeed. public, “Rome can't be built in a day.”
3.8. Record video clips to practice sample conversations.
Nowadays, with the advancement of information technology, almost every
teacher has a cell phone or a camcorder that can record sample video clips of
some conversations made by students themselves. show before class and then
show it to the whole class during their speaking practice to add more interest to
the lesson.
Sample: Unit 13: English 11 – part B: Speaking
Huong: What is your hobby, Lan?
Lan: Well, I like collecting books
Huong: Could you tell me how you collect your books?
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Lan : Well, this must be done regularly. Whenever I find a book which is
interesting I buy it immediately.
Huong : Where do you buy your books?
Lan: I buy some from the bookshop near my house and some others from
second-hand book stalls. Sometimes my friends, my mum and dad give me
some.
Huong : How do you organize your collection?
Lan: I classify them into different categories and put each category in one
comer of my bookshelf with a name tag on it.
Huong: W'hat do you plan to do next, Lan?

Lan: I think I'll continue to make my collection richer and richer.
III. CONCLUSION
The initiative was implemented in the school year 2020 - 2021. After
implementing the initiative, students learn more actively in speaking periods,
positively and more interested, they are no longer embarrassed when learning
communication skills. Especially, they understand the nature of the problem,
know to make a conversation naturally. The results are clearly shown through
regular tests, 1-period tests and orall tests:
The result of the early school year 2020-2021
Exellence
Rather
Student
TL(%
Class
SL
TL(%) SL
s
)
11C2 52
9
17,3
17
32,69
11C6 49
12
24,48 20
38,46

medium
TL(%

SL
)
20
38,46
10
20,40

weakness
TL(%
SL
)
6
11,53
7
14,89

The result at the end of the school year 2020-2021
Exellence
Rather
medium
Student
TL(%
TL(%
Class
SL
TL(%) SL
SL
s
)
)

11C2 52
17
32,69 25
48,07 10
19,23
11C6 49
20
40,81 25
51,02 4
8,16

weakness
TL(%
SL
)
0
0

Equipping students with a good English communication ability is an urgent issue
for secondary education today. Students who have good English communication
ability, before the end of the requirement, students must go through an active
16


follow-up process, have an operating mechanism, a normal learning state and
suitable methods. The ability to communicate in English is a measure of English
ability that needs to be viewed more objectively. In teaching subjects at a high
school, students can communicate in English in the most difficult situations. not
easy. However, with positive solutions applied flexibly and systematically, it has
brought certain values in improving students' ability to communicate in English.

In parallel with communication activities, it is necessary to equip students with
knowledge bases such as: sound, vocabulary, grammar ..... as well as focus on
training other skills. such as listening, reading, and writing.
Above are a few small experiences in the process of implementing the teaching
method innovation, the topic is unavoidable with limitations, and is expecting
valuable contributions from friends and colleagues.
I sincerely thank.
CONFIRMATION OF
THE HEAD MASTER.

Thanh Hoa, May 20th 2021
PLEDGE NOT TO COPY
Written by
Lê Thị Diệp

17


REFERENCE BOOKS
[1] Tiếng Anh 10,11, 12- NXB Giáo dục
[3] Teaching speaking English skills (British Council)
[4] How to teach English speaking skill (ESL Speaking resources)

18


EXPERIENCED INITIATIVES WERE AWARDED BY THANH HOA
DEPARTMENT OF EDUCATION AND TRAINING
Or
d

1
2
3
4.

Name

Level

Year

Some ways to encourage students to study
vocabulary
To help eleventh- students give the correct
form of the words
Some experiences in teaching students to
describe a chart in textbooks
Teaching students some common ways to
answer questions about communication skills
in English.

C

2007-2008

B

2014-2015

B

2017-2018

C

2019-2020

19