(SKKN 2022) some tips to motivate studens in english speaking classes in grade 10 and12 at trieu son 4 high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING TRIEU SON HIGH SCHOOL EXPERIENCE INITIATIVE SOME TIPS TO MOTIVATE STUDENTS IN ENGLISH SPEAKING CLASSES IN GRADE 10 AND 12 AT TRIEU SON HIGH SCHOOL Implementer: Le Thi Phuong Position : Teacher Subject : English THANH HOA, 2022 CONTENTS Page I INTRODUCTION 1 Reasons for choosing the topic Purpose and research tasks 2.1 The purpose 2.2 The research tasks Subjects and scope of the study 3.1 Subjects of the study 3.2 Scope of the study Methods 4.1 Observe pedagogy 4.2 Look at the document 4.3 Look at the pedagogical activities II CONTENT Theoretical basis 2 Practical basis 3 Implementing measures 3.1 The Importance of the development of oral skills in English for high school students 3.2 Advantages and disadvantages while teaching speaking for students 3.3 The implementing measures speaking skills 3.4 Some notes when practise speaking 13 3.5 Types of exercises used to develop speaking skills 14 Teaching and experimental results 15 III CONCLUSION AND PROPOSAL 16 Conclusion 16 Proposal 17 REFERENCE MATERIAL LIST OF RECOGNIZED INITIATIVES I INTRODUCTION Reasons for choosing the topic With the explosion of information and global trends, relations between the countries in the world are increasingly expanding in various fields such as economics, politics, culture, science and technology etc, to exchange and access information and communicate with each other we need to have a common language to understand each other Through the selective process of history, English has demonstrated its superiority to become the world's most popular and important means of communication and as a bridge brings humanity closer together To integrate with the world, expand exchanges with countries in various fields, especially to reach out to the achievements of modern science in the world, learning English has become more popular and respected It has become an official subject in all schools in Vietnam in general, and in high schools in particular Now in high schools, English program is renewed in terms of content, form and methods of teaching The purpose of teaching foreign languages in general and English in particular is not aimed at students studying the language system, but to help them use the language system as a communication tool, that is to guide students to use communicative competence Communicative competence is shown by the ability to use creatively language rules to make communication in situations Thus, the ultimate the purpose of learning languages in general and learning English in particular not only to know the fade phonetic system, vocabulary, grammar, but also to use such systems to achieve the purpose of communication So how to develop speaking skill for students to achieve the purpose of communication is a problem that concerns for teachers to teach foreign languages As a teacher of English, through the process of teaching and accumulating experience, in this article “ SOME TIPS TO MOTIVATE STUDENTS IN ENGLISH SPEAKING CLASSES IN GRADE 10 AND 12 AT TRIEU SON HIGH SCHOOL” I would like to mention one small aspect is how to teach English speaking skill at high school effectively to help students communicate with others in English Purpose and research tasks 2.1 The purpose: To find ways to help students improve English speaking skill effectively to apply in the teaching process 2.2 The research tasks: - Understanding the theory of practice, communication and methods to develop English speaking skill - Understanding the problems of teaching English in general and teaching English speaking skill for students at Trieu son upper secondary school in the 2021-2022 school year in in particular - From the results of the research, I give some measures to enhance effective teaching English speaking skill for high school students Subjects and scope of the study: 3.1 Subjects of the study - Teaching students of high school system under the standard of English textbook program (7 years) 3.2 Scope of the study - Studying the best approach so that the teacher can apply when organizing activities to teach English speaking skill in classes effectively - Conducted in grades 10A6, 10A7, 12B4, and 12B6 at Trieu son high school in the school year 2021-2022 Methods 4.1 Observe pedagogy - Attending classes, studying teaching methods for English speaking skill and abilities of the students when they speak English 4.2 Look at the document - 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 Theoretical basis As we have seen, English is an important communication tool in the integration with the international community and the region, access to scientific information, technology, culture and society as well as the main political event in worldwide Since Vietnam joined the WTO, English has been used more and more widely Therefore, teaching and learning foreign languages in general and teaching English in particular have been respected and implemented in earnest in high schools Recognizing the importance that we are teachers of English in secondary schools have the responsibility to equip students with basic and steady knowledge, for children to learn English language better at higher education or they are able to communicate many common questions with foreigners We always try to take up the profession, learn of the masters, refer and share experiences with colleagues, as well as explore innovative teaching methods are effective, which attract students, in order to constantly improve the quality of teaching lessons In terms of theory, the teacher must properly teach the children to understand and practice proper knowledge in the curriculum through the skills: reading, speaking, listening and writing Since then they actively communicate and use language in each his own purposes, such as translating, writing documents, interpretering, and easy to work in the joint venture company Practical basis Currently, teaching and learning English, like other subjects in schools, are taking place with innovation methods of education, textbook reform, application of information technology in teaching, content reduction programs to make knowledge in textbooks match school students and make students access to content modern knowledge However, the process of teaching and learning in the classroom in the high schools is done with many difficulties and also from that the education outcomes are not as expected One of the first difficulties to mention that subjects in schools is students ages from 16 to 18 with little life experience, communication skills, cognitive skills is limited, many children are still giddy rather than school attendance, excuse to go out or to play computer games Particular language learning for students makes them afraid of learning, sometimes lessons of foreign language for them is a time-series stretch straight So how I have to to help them solve these difficulties? Also, a more difficulty to mention, it is the teaching and learning English in secondary schools also take place in an environment of teachers and students to communicate with many restrictions: Teaching in a large mass (There are about 40 students or more than 40 students in classes in my school), the level of awareness of students is various, facilities of teaching aids are not synchronized These distract the attention of secondary students, and have a great impact on the training skills for students and slow the acquisition of knowledge by students One more reason is that I see through the work planned in the lesson of my colleagues in my school teaching the skills development more even without the investment, the preparation for a lesson even cursory, sketchy design lesson plans, not focus on new teaching methods to suit their pupils and not attract students at all, especially for the lesson in speaking English, they are not interested in the object-risk students in class for the fear of "burning" lesson plans From the base of theory and practice, along with experience in the process of teaching by myself, I boldly launch a few effective teaching speaking skill methods through topics: “SOME TIPS TO MOTIVATE STUDENTS IN ENGLISH SPEAKING CLASSES IN GRADE 10 AND 12 AT TRIEU SON HIGH SCHOOL” So the question here posed with me is really innovate our teaching methods to meet new current training needs and must realize the value of language communication in the life and understand how to practice this kind of instruction to improve myself to benefit for my learners Implementing measures 3.1 The importance of the development of oral skills in English for high school students "Speaking" is one of four key skills in teaching English to students likely to practice communicating quickly and effectively as possible The students in my school are often bad at all four skills of listening, speaking, reading and writing Especially they are afraid of speaking English in classes or in others for many reasons such as: psychology shyness, hesitantance, afraid of being laughed when they say something wrong; so crowded classes are, I have less time to guide each student Organizing practice speaking activities well will help students to overcome these limitations Speaking helps students with more training conditions in a lesson with the principle in each language class: old lesson revision - new one practice All new knowledge is gradually suggestive from the knowledge learned in previous lessons (lesson: Reading) does not make the students afraid of new post (lesson: Speaking) While speaking, students can learn from each other, correct mistakes for each other, freely speaking their discretion without the teachers’ concern Through practice speaking, students can acquire knowledge in an active way, overcome the inhibition when in class only some good students participate in speaking, so I will appeal to all students in participating class activities including school students with average or weak Improve students’ behavior in different situations, inspire, boldly confident when students practice communicating in English so that the class will become fun, exciting and effective 3.2 Advantages and disadvantages while teaching speaking for students 3.2.1 Advantages: Students with innocent nature ready to participate in the activities of school after being caught up in the action Information technology is very developed in Vietnam, so students are exposed early to the computer, the internet and get more information from here Information technology applications in teaching is one of the easiest to attract students to learn the lesson contents, making lessons more vivid through vivid pictures, sound clarity and presentation saving time From which students can practice more 3.2.2 Disadvantages: In class, students’ abilities are different from each other, but most students are average or bad at English Practice speaking is usually done in pairs or in groups so that the classes are often noisy, especially for the class with 40 even 45 students I not encompass all of the students, some individual students use the opportunity to speak in Vietnamese or private work I can not detect and correct all these errors of the students (for the large classes and limited time) Therefore, requires me to have good, active pedagogical approaches, and creativity, always improve training methods in many different forms, different types of suitable exercises for each lesson content to inspire interesting and motivating all students enthusiastically practicing 3.3 The implementing measures speaking skills 3.3.1 Introduction to the purpose and practice speaking skills with students Speaking can be practised individually, in pairs or in groups If practiced in pairs or in groups, I must split pairs If practiced in groups, I need to know who is the leader student of each group, and say the practice of group tasks I also must request to exercise discipline 3.3.2 Practice saying must be systematic, ongoing, under the motto from easy to difficult: Requiring me to have the creativity, know redesign, adjust the layout of each task (if necessary) to highlight the content focus and provide opportunities for students to practice speaking Here are some illustrated examples: Example 1: Unit 6: FUTURE JOBS - SPEAKING ( English 12: p 66) Task 1: Match a job in column A with at least two descriptions in B If teachers not pay attention to the design of teaching activities will take the opportunity to talk to students training for the tasks required of every profession in column A connected with two descriptions of occupations in column B Accordingly, teachers will stop when the students complete the connection as: A doctor is connected with the take care of people's health + help save people's lives A farmer is connected with the construct irrigation systems + apply new farming techniques In my opinion, we should design teaching activities as follow: - Guide students to understand the content of Task by asking some leading open questions: Now, Look at the table and answer my questions Teacher: How many jobs are there in column A? Students: There are four Teacher: How many descriptions are there in column B? Students: There are eight Work in pairs to match a job in column A with at least two descriptions in column B within one minute - I go round and help students if necessary When the time one minute is over I lead students to a new operation by a question: Teacher: Have you finished matching? Students: Yes I say: Let's practice speaking (I explain that) when two students practice asking and answering about the jobs, all of you have to listen to and check matching - Then I can suggest the form if there are too many weak students Ss1: Could you tell me what a doctor often does? Ss2: A doctor is a person who takes care of people's health and helps save people's lives Ss1: And what about a farmer, what does he/she do? Ss2: He/She applies new farming techniques and constructs irrigation systems - Now students finish practising speaking also means that students have completed the connection in Task Note when each pair finished practising, I ask students to comment on the specific content that pairs have done is right or wrong, I check the fit and give praise to generate excitement for the students to the other tasks Example 2: Unit 1: HOME LIFE - Lesson Speaking (English 12 – P.15) - I can combine Task and Task into one and adjust requirements for the gross Task of as following: 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 Who works in the family (Who works in your Both parents family?) Who does the household chores My mother (Who does the household chores in your family?) Your friend’s responsibility in the family Study and wash (What is your responsibility in the family ?) the dishes The interest the family members share closely Sports (football, (What interest your family members share closely?) badminton…) The person your friend often shares his/ her secrets My mother and with my sister (With Whom you often share your secrets? ) The person your friend talks to before making My parents important decisions (Who you talk to before making important decisions?) - To help students better part of this task, I have to instruct students how to ask questions correctly (especially, the not good students), so they have had an opportunity to communicate confidently 3.3.3 Depending on the situations and requires that the teacher should prepare appropriate forms of training for many students 3.3.4 Performing speaking parts needs doing in each part of the lesson a The intriguing at the beginning of the lesson (warm up): The teacher may ask questions related to the main topic in all over tips: Chatting, Jumbled words, Pictureques, Bingo etc or asks the questions about weather, date, classroom situation, the work done in the holiday (What’s the weather like today?, What’s the date today?, How are you today? How was your vacation, Lan? ) or show some pictures to lead the students to the new lesson This is a teaching activity that makes the class atmosphere lively right away at the biginning of the lesson because they are very easy to be attracted by the beautiful pictures, the reality However, teachers should not spend too much time on this activity which should only take a maximum of to minutes is sufficient Example 1: Unit 6: AN EXCURSION- SPEAKING ( p 66 – E 10) To introduce this topic , I need to prepare some beautiful pictures on the Huong pagoda scene, and make some questions about them Hình ảnh chùa Hương – Nguồn Internet Hình ảnh chùa Hương – Nguồn Internet Teacher: Is this a pagoda? Ss : Yes, it is Teacher: Can you name this pagoda? Ss : Huong pagoda Teacher: Have you ever visited Huong pagoda? Ss : Yes, I have Teacher: Could you tell me something about your visit? Ss : Oh, I find the Huong pagoda scene really beautiful Now in our lesson today, you will know about the tour of 10A1 to Huong pagoda and you will know what they did during their tour Example 2: Unit 5: HIGHER EDUCATION - SPEAKING (P 55- E.12) To access all the students to the lesson, I ask students to look at these pictures about an identity card, a ranscripts, a diploma, some birth certificates to answer the questions, students look at them and answer: Hình ảnh chứng minh thư nhân dân Teacher: What is this? Students: It's an identity card Hình ảnh học bạ, tốt nghiệp THPT, giấy khai sinh – Nguồn Internet Teacher: what you call these in English? Students: a school report / a certificate /a birth certificate Teacher: Are the admission requirements for a tertiary Institutions? Students: Yes, they are Teacher: What we need more? Students: Yes, I think we need some more others (If students not speak in English from that I can read and write words on the board and ask students to repeat twice) To know more about the admission requirements for a tertiary Institutions in Vietnam, let's start our lesson today Example 3: Unit 16: HISTORICAL PLACES – SPEAKING (English.10 – P 169) Game: Finding what they are I prepare three beautiful color pictures about three famous places in Vietnam I ask my students to answer questions to find out what these landmarks are If any one answers correctly, he will receive a good point or one gift Hidden picture 1: - This is the place where our Uncle Ho was buried.(or where is the last long home of our Uncle Ho) - It is situated in Ba Dinh Square - What is it? Hình ảnh phía trước lăng Bác Student: It is the president Ho Chi Minh’s Mausoleum Hidden picture 2: - This is a place in Hue city - It is one of the world cultural heritages in Vietnam Hình ảnh cố Huế – Nguồn Internet Students: It is Hue Imperial City 10 Hidden picture 3: - It is a famous place in Ho Chi Minh City - It is also called Independence Palace Hình ảnh Dinh Thống Nhất Students: It is Thong Nhat Conference Hall Example 4: Unit 6: FUTURE JOBS – SPEAKING – warm - up (P.65- E.12) I divide all students into two teams and guide them rules of the game "Bingo" I require my students to prepare about the professions that they know in English in one minute After they discuss, the representative of each team goes to the board and writes the answers in one minute, too Then I check the answers on the board and counts the professions each team scored Which team write properly much more professions than the other will be the winner I congratulate the winning team and lead students to the new lesson by the question: Teacher: what job would you like to do, Lan? Why? Lan : I would like to work as a doctor because I want to treat and help many people Teacher: What about you, Nam? Nam : I would like to work as a pilot because it is an interesting job Teacher: OK, good! All of us have just heard Lan wants to be a doctor but Nam wants to be a pilot I am sure 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 11 b Introduction new language (presetation): Speaking skill is often done in the introduction to the context (set the scene) and the introduction of new structures through tips Dialogue building, Concept checking Example: Unit 3: WAYS OF SOCAILISING - SPEAKING (E.12 – P.33) Task 1: I ask my students to read the request of Task1 and say how to the task in front of the class I read the short form of dialogues, students listen to me I could give new words if necessary Then I call students to practice reading the short form of dialogues with me Pay attention to the ways of the expressiveness of compliments and respond to compliments I organize for my students to work in pairs to practice reading the dialogue in two minutes While students are reading, I can go round to help them if necessary When the time is over, I call some pairs to read aloud in front of the class and give comment Then I devide students into two groups and asks a group to find out compliments, the other find the responding to the compliments then complete on board Then I call the representative of each group to complete the table A (Giving compliments) - You really have a beautiful blouse B ( Responding to the compliments) - Thank you, Phil That is a nice compliment - Your hair style is terrific, Cindy! - Thanks Peter I think I’ve final found a style that looks decent and easy to handle - I thought your tennis game was a - You’ve got to be kidding! I thought it lot better today, Tony! was terrible Now my students can fully distinguish giving compliments (information in column A) and how to respond to compliments (information in column B) Since then they have easily done the next Tasks c Practice: For compliance motto from easy to difficult I give some kinds of tasks like: Substitution drills, use Prompts or Picture cues or Language games for students to practise learning what they have just learnt d Production: I create situations, contexts, themes for students to practice speaking in pairs or groups In this section I can use pictures and images in and out of textbooks or themes close to them as compliments you have just bought a new dress, talk about careers that you intend to in the future so just ensure 12 requirements of the lessons, bring effectively and stimulate the enthusiasm of students to practice Example: Unit 3: WAYS OF SOCIALISING - SPEAKING ( E.12 – P 33) After students practice doing the tasks as required in the textbook, I can give a realistic situation for them to apply knowledge that they have learned Situations like this: I put a new hat on the table and ask my students to give compliments and respond to compliments Teacher says: I have just bought a new hat Now I divide students into two teams, ask students in the first group to give compliments, the students in the other respond to the compliments Then I give one another situation and ask students in the second group to give compliments, and the students in the first group respond to compliments So with this approach ensures students to remember the knowledge faster and longer because for the students "Listening quickly forget, watching it remember forever" 3.4 Some notes when practice speaking - Practice speaking is creating opportunities for students to communicate closely resembles their real life I should encourage students to speak, accept mistakes I should not give them the pressure, they will bring heavy psychological fear of making mistakes - In the speaking lessons, I have two main functions: the first function is to provide new corpus (new vocabulary and structures that are needed for practising speaking), help and solve the problems of knowledge in language; the other one is to listen to and recognize mistakes my students make during practice Then I correct mistakes in the class after the process of practice speaking of students - I need to make full use of time in class, create opportunities for students to be able to use what they have learnt meaningfully and effectively - Select the topics easily to develop, suitable with the psychological, ages and topics about everyday life, about interesting films are on TV, or topics about the children favorite sports or the real people, the real things around us - I can give questions of the opposite nature for students to argue to make the lesson more exciting - On the basis of learning in the class, I need to encourage my students to practice speaking English at home, and practice regular communication when have conditions such as having foreign guests, or meet people from English speaking countries like America, Britain, Australia… Example: When teachers ask students to practice using modal verbs: "may / might, / must " to consolidate grammar point in Unit 10: Endangered species Language Focus - (P 114- E 12) may happen that bellow problem: Teacher: What must she do, Lan? 13 Lan : She must going home now Teacher: Hmm, that's not right, is it? “She must go”, not “She must going” Minh, what about you? In such case the teacher is not happy with Lan, even though she has tried to give the correct answer, the teacher corrects immediately and calls another, the teacher does not give Lan an opportunity to correct her sentence Although the question is not difficult, the teacher corrects mistake like that will not encourage students to self-answer, self-correction and will make students shame, embarrassment, lack of confidence to give their answers in the next lesson In my opinion, in that situation I can correct Lan’s mistake in positive way, give her an opportunity and the comfort to speak properly, such as : Teacher: What must she do, Lan? Lan : She must going home now Teacher: Well, all right, but she "must go " not " must going" again? Lan : She must go home now Teacher: Good! Or I can help students to correct themselves by pointing out errors in sentences: Example: Teacher: Yes, OK, nearly,"must going or must go" Students: must go Teacher: Now you say again, Lan Lan : She must go home now Teacher: That's right Good! In summary, a teacher has to work as an operator, an organizator and guide the students perform the tasks of communication requires us to have skills of teaching, and create the flexibility in education so if students have said something wrong, they also feel that they understand and are trying to complete gradually We should avoid stigmatizing students or make them think that wrong speaking is a very bad thing However, teachers also need to control quick correction, otherwise it will take a long time in the class, our lesson will not be finished and many other students will not have a chance to practise 3.5 Types of excercises used to develop speaking skill 3.5.1 Yes-no question: Questions to guess information + Teachers give title to practice + Teachers provide some suggestions, background, teachers first as a model and then let students freely speaking 3.5.2 Ask and answer: Make questions and give answers + Students can practice in pairs or in groups 3.5.3 Dialogue: + Dialogue build: Teachers give some basic suggestions or pictures Students build conversations and practice speaking 14 + students can practise in pairs or in groups 3.5.4 Substitution drills: + Replace speeches or grammatical points, vocabulary that they have learnt by new speeches, grammar problems or vocabulary 3.5.5 Chain drills: + Teachers give topics that need practising + Teachers begin with a question for a student to answer After answering the question this student then make another question for next students Students have to answer it and then also make a question for the others, so this form of practice will continue 3.5.6 Picture stories: + Teachers present a collection of paintings, photographs have content that are suitable to the program we have learnt + Teachers model, play roles Students observe and then role play according to the characters in the picture + The teacher can suggest with questions like: “What is happening in picture A?” “What can you see in picture B?” “ How many people are there in picture C?” “ What are they doing?” + Teachers can ask students to rearrange the paintings in the order of the facts of the story Then students tell the main content through the pictures 3.5.7 charactors: + The game role plays aims to consolidate students' understanding of a certain structure in natural circumstances + Ask each group to play a themed scenes For example: - Collect information for a package holiday - Want to change a new shirt that you bought yesterday - Stories in a clinic etc 3.5.8 Discussion: + Teachers present the issue to be discussed (eg: about football, an interesting film or a famous person…) + Groups discuss and exchange their views in a few minutes Then the representative of a group reports general opinion of the issue Finally, let all the students of the class discuss the issues - Consolidation by exercises and activities or games that is continued after practise speaking gives students a fun, gentle and remember deeper knowledge because in every activity they find themselves to solve the situations, develop communication skills and have more opportunities to assert themselves - Each stage has its own requirements and its own kinds of exercises I believe that to achieve efficiency of the lesson, teachers need to plan suitable lessons and choose appropriate technical methods Teaching and experimental result: 15 This school year (2021 – 2022), when I the topic, I teach some experiments in classes 10A6, 10A7, 12B4, and 12B6, the result is better than that of the last school year (2020 – 2021) when I taught in classes 12A6, 12A7, and 10C1, 10C3 (Classes 12B4, 12B6, 10A6, 10A7 have the same quality as classes 12A6, 12A7, and 10C1, 10C3) The results show that the higher quality of teaching hours, the number of students to understand, absorb and implement all communication skills increase significantly Most of the students are not afraid or scared of being wrong, and especially the confidence in their communication greatly increases The first table is the result of the last school year (2020 – 2021) Class Number Good 10C1 10C3 45 40 SL 12A6 12A7 Total 45 41 171 10 Above Average Weakness average % SL % SL % SL % 11,11 12 26,66 28 62,22 0 12,5 30 75 12,50 11,11 10 22,22 28 62,22 4,44 14,63 28 68,29 17,07 5,84 33 19,29 114 66,66 14 8,18 The second table is the result of this school year (2021 – 2022) Class Number Good 10A6 42 SL 10A7 12B6 12B4 Total 42 45 42 171 21 Above Average Weakness average % SL % SL % SL % 19,04 15 35,7 19 45,23 0 7,14 21,42 28 66,66 4,76 20 17 37,77 19 42,22 0 2,38 19,04 30 71,42 7,14 12,28 49 28,6 96 56,14 2,92 The table reports show that, good students of this school year increase significantly compare with that of the last school year from 5,84% to 12,28% Rather good students increase from 19,29% to 28,65% Average students decrease from 66,66% to 56,14% Besides that, weak students of this school year decline noticeably from 8,18% to 2,92% III CONCLUSION AND PROPOSAL Conclusion: 16 Despite many attempts of reading books, exploring, sharing experiences with my colleagues, learning from the practical teaching to draw out some effective ways to improve English speaking skills at my high schools, I notice that some of the issues raised in the subject are not deep, illustrations are not various However, issues raised in this topic are very popular and realistic, bring a great passion for students about English Overall this is an useful document for each teacher, it helps teachers a lot in teaching English speaking lessons Proposal: * For teachers: - Continue researching references - Continue learning from the masters as well as sharing experiences with colleagues - Constantly self learning and retraining through various sources like the Internet, English books or newspapers etc - Positive investment to design lectures which bring high results for learners * For schools: - Invest more teaching equipment - Encourage teachers to write experience initiatives - Create favorable conditions for teachers to participate in professional seminars, enhance professional skills CONFIRMATION OF THE HEAD MASTER Thanh Hoa, May 4th 2022 PLEDGE NOT TO COPY Written by Le Thi Phuong 17 REFERENCE MATERIAL English 10 and 12 by National education publisher A practical English Grammar - A.J Thomson and A.V Martinet Grammar in use - Trần Văn Điền Tham khảo số hình ảnh mạng Internet: 18 LIST OF RECOGNIZED INITIATIVES Implementer: Le Thi Phuong Position and workplace : Teacher – Trieu son high school Tên đề tài SKKN Một số biện pháp nhằm nâng cao hiệu giáo dục học sinh cá biệt lớp 12B4 Trường THPT Triệu Sơn Cấp đánh giá xếp loại Kết đánh (Ngành GD cấp giá xếp loại Huyện /Tỉnh); Tỉnh (A,B C) … Tỉnh C Năm học đáng giá xếp loại 2018 - 2019 19 ... experience, in this article “ SOME TIPS TO MOTIVATE STUDENTS IN ENGLISH SPEAKING CLASSES IN GRADE 10 AND 12 AT TRIEU SON HIGH SCHOOL? ?? I would like to mention one small aspect is how to teach English speaking. .. speaking skill methods through topics: ? ?SOME TIPS TO MOTIVATE STUDENTS IN ENGLISH SPEAKING CLASSES IN GRADE 10 AND 12 AT TRIEU SON HIGH SCHOOL? ?? So the question here posed with me is really innovate... Conducted in grades 10A6, 10A7, 12B4, and 12B6 at Trieu son high school in the school year 2021-2022 Methods 4. 1 Observe pedagogy - Attending classes, studying teaching methods for English speaking