Applying conversation method to practise english speaking skill in the post listening stages of listening lessons

THANH HOA EDUCATION AND TRAINING DEPARTMENT YEN ĐINH UPPER SECONDARY SCHOOL CONTENTS EXPERIENCE CONTENTS INITIATIVE PAGE A PREFACE I Reasons for choosing the theme Basis of theory 2 Basis of practice II Aims of the research III Objects of the research CONVERSATION METHOD TO PRACTISE5 IV.APPLYING Methods of the research B CONTENTS SPEAKING SKILL IN THE POST - LISTENING ENGLISH I Definition of Game STAGES OF LISTENING LESSONS II Effectiveness of games in speaking lessons III Games and the ways to organize them in speaking lessons of English 10 Game “ Nought and Cross ” Game “ Lucky numbers / stars ” Game “ Shark attack ” Game “ Magical Wheel / Hat ” 11 Role play game 12 C APPLYING THE RESEARCH IN TEACHING 13 D RESULTS OF THE RESEARCH 14 E RELEVANT LESSONS 16 F CONCLUSION 16 Performer : Mai Thị Thu Phương Position : Teacher Subject : English THANH HOA 2019 CONTENTS CONTENTS PAGE A PREFACE I Reasons for choosing the theme II Research task III Scope of the research IV Purpose of the research V Reseach methods B CONTENTS I - Rationale Purpose of teaching The basic factors directly affect the effectiveness of the speaking lessons II - The reality of teaching English subject at Yen Đinh High School - Advantages - Disadvantages III - A number of practical solutions to conduct an effective speaking lesson 1- Making plans for a speaking teaching lesson - Good implementation of the teaching process C APPLYING THE RESEARCH IN TEACHING 11 D RESULTS OF THE RESEARCH 14 E RELEVANT LESSONS AND RECOMMENDATIONS 16 F CONCLUSION 16 A - PREFACE I REASONS FOR CHOOSING THE THEME : The goal of teaching English is to form and develop students' basic skills in English and the intellectual qualities needed to get further study or lead labouring life Therefore, the new English textbook is compiled according to the same programmatic point of view, which is the thematic approach and appreciates active and positive learning methods of students All four skills of listening, speaking, reading, and writing are concerned and coordinated in exercises and activities which are designed and organized in class According to the policy, today's teaching methods are shifted in the direction of "overcoming a one-way transmission, training the creative thinking of learners, gradually applying advanced methods and modern facilities to the teaching process ” 7 This orientation has been legalized in the education law that is " The method of general education is promoting the activeness, selfawareness, initiative and creativity of students, in accordance with the characteristics of each class and subject " Fostering self-study methods, training skills to apply knowledge into practice, emotional impact, bringing excitement in English subject For the above reasons, I boldly choose the topic "Applying conversation method to practise English speaking skill in the post listening stages of the listening lessons " in upper secondary level as my research topic I would like to help teachers gradually overcome these difficulties to teach students how to speak English better, and at the same time help students be active and proactive in acquiring and comprehending knowledge of lessons II RESEARCH TASK : In order to well implement the research topic, the researcher who implements this topic needs to perform the following tasks : 1- Research English instruction materials, speaking teaching techniques of speaking 2- Teaching and mock teaching 3- Observe colleagues’ teaching, exchange and draw experience 4- Test and evaluate the results of the students' handbook so that they can adjust and supplement appropriately III SCOPE OF RESEARCH : The topic centers around the topic of teaching and learning Englishspeaking subjects of teachers and students at Yen Đinh Upper Secondary School But the object of typical research that I have boldly applied this topic is classes 10A2 and 11C2 IV PURPOSES OF RESEARCH : With successful research, this topic and initiatives it brings in will help teachers get the following experience : How to organize a speaking lesson , an effectively speaking activity 2 Steps to smoothly conduct a speaking lesson Guiding students to practise and train themselves to acquire and apply good speaking skills when communicating in English in practice 2 V RESEARCH METHOD : Observation method : the person who implements the topic self-studies and conducts the class visit time of his colleagues Methods of exchange and discussion : after studying the colleague's time, the colleague now expects the subject, colleagues and practitioners to exchange and discuss from which to draw the scriptures and experience for the lesson Experimental methods : teachers conduct teaching tests for each purpose and specific request of some teaching periods Method of investigation: teacher asks questions to check and assess the content comprehension of students B - CONTENT I - Rationale : Purpose of teaching : Teaching foreign languages is not merely to provide students with knowledge of that language, but the ultimate purpose of teaching foreign languages in general and English in particular is to teach students the ability to communicate in English The ability of students to communicate is reflected in the skills: Listening, Speaking, Reading and Writing which enable students to have conditions to receive and exchange information, improve English proficiency, and have a better understanding about cultures of the world, give them the habit of having immediate response in communication English speaking skills of students are formed through a process of learning and practising in the English language environment In addition to studying at school, students must practise speaking through different forms and methods such as communicating with friends, with teachers and with native speakers 1 Speaking skills are demonstrated by the ability to use linguistic knowledge for communicative purposes to be understood in English The basic factors directly affect the effectiveness of the speaking lessons : a Teachers : - With new and positive teaching methods, teachers play the role of directing and controlling students to work in class hours 3 - In order to conduct an effective speaking lesson, teachers need to perform well the following basic elements : + Choose and flexibly use techniques, design speaking activities in accordance with the content of each lesson 6 + Organizing and controlling classes, allocating reasonable time + Proficient use of facilities and teaching aids for teaching and speaking + Create appropriate teaching aids for teaching + Accurate, inspiring, engaging and engaging pronunciation for students b - Methods - speaking teaching techniques : Speaking teaching techniques are specified by the content of teaching speaking In other words, the content of the speaking lesson governs the selection, applying the combination of the methods and teaching techniques Each teaching technique is suitable for a specific form of teaching (teaching grammar, teaching listening, teaching writing ) 4 c - Equipment and teaching aids for teaching speaking : - The use of equipment, images to support teaching and learning in foreign languages in general and English in particular is considered a means of expressing a part of the main content of textbooks 5 In order to perform well these speaking practice exercises, learners must listen to the lesson contents as the dialogue models in the tapes or through the sample clips Moreover, teaching equipment also serves as a positive means of innovating teaching methods, creating motivation and stimulating learning * The equipment needed for the subject : - Cassette tape transceiver - Recorder of reading and listening texts in the textbooks - Painting pictures illustrating lesson content in textbooks - Photos and teachers' self-created belongings d – Students : In the relationship between the methods of teaching and learning : Teachers are the ones who organize and control students to self - master knowledge by their own manipulations and intellectual acts under the role of teacher’s control In order for the speaking lesson to be good, students need to have the necessary skills in communicating in English II - The reality of teaching English subject at Yen Đinh High School : - Advantages : Although there are many difficulties and limitations in the teaching process, we have overcome the difficulties ahead, gradually improve the quality of English teaching hours to meet the objectives of the curriculum and the latest textbooks a - In terms of teachers : - Taking the first successful step in accessing to the relatively good use of the specific teaching techniques – speaking teaching techniques - Being used to and active with the method of designing a speaking lesson - Coordinating quite flexibly the teaching techniques - Creating a variety of teaching aids suitable to the content of teaching periods, so many teaching lessons become lively, charismatic and highly effective - Using flexibly body language to attract students and make class more excitingly - Using modern teaching equipment to serve the teaching and learning process: video tapes, cassette players, video players, projectors b - In terms of students : - Many students have spoken and recognized the spoken voice of native speakers, use and know how to start and learn phonics and intonation more accurately when communicating - Most students speak better and are more confident especially in topics close to everyday life from using simple sentences to more complex sentence structures, fulfilling requirements, teachers’ homework after listening for the 3rd time - Some students have formed skills in learning - Students have become accustomed to speaking subject - Disadvantages : a - In terms of teachers : There are still some teachers who encounter certain difficulties in implementing speaking techniques and teaching steps, selecting techniques which suit each lesson, each stage of teaching period They are also afraid to use or not exploit proficiently the teaching aids for speaking lesson (projector, cassett radio, computer, illustration ) b - In terms of students : - The motivation to speak English is limited - Many children have less opportunity to speak and lack confidence when speaking English - Some children are afraid to listen and speak in English, and are afraid of making mistakes - Students are not familiar to the speed of reading and speaking in English tapes c - Means of teaching aids : - The teaching aids for teaching are too few, some are missing or not good enough: pictures, photos, tapes and casstte - There is no language room for listening and speaking Classrooms are heavily influenced by background noise d - Specific investigation : In the process of teaching, I myself took over the 10 and 11 blocks With the sense of studying the characteristics of the students' learning situation, while learning from the experience, I was oriented from the beginning of the school year give myself a specific plan and method to proactively investigate students' learning situation by their class Through the investigation, I realized that most of the students have a poor vocabulary, their English speaking and listening skills are limited The survey results are as follows : Class Total Excellent % Rather good % Average % Bad % Very bad % 10A2 45 0 20 29 64,4 15,6 0 11C2 45 11,1 15 33,3 21 46,7 8,9 0 III - A number of practical solutions to conduct an effective speaking lesson : 1- Making plans for a speaking teaching lesson : a- In terms of teachers : In order to conduct a good speaking teaching lesson, the teacher should follow these steps : - Researching the content of lessons from teacher’s books and textbooks: Textbooks, teacher’s books are an important basis for teachers to make their teaching plans for their lessons The careful study of textbooks and teacher’s books will help teachers organize and control the speaking lessons to center around the focus and allocate time for steps, activities in a scientific way - Study the purpose of the lesson requirements : The purpose and requirement of the lesson is the goal that both teachers and students need to achieve after the lesson For speaking lesson, it is common that the purpose and the requirement of the lesson is to help students practise and develop skills: Listening, Speaking, Reading, Writing (in which listening skill is essential), after finishing listening, students understand the main content of the listening and perform some language requirements or exercises - Select and coordinate speaking techniques in a flexible and appropriate way : The selection of speaking techniques must be determined on the basis of the content of the teaching period, characteristics and capabilities of the class and stages in the speaking process In each stage, there are specific speaking techniques suitable for each stage - Good use of teaching facilities and equipment for teaching periods : * Use of illustrations : + Pictures in the textbook : One of the strengths of the textbook compiled under the new program is that there are many illustrations Taking maximum advantage of the pictures in the textbook to help students understand the new lesson is the need to focus on all the lessons + Painting illustrations : ( self - created or purchased ) to introduce and practise new lessons is a mandatory requirement No illustrations are required to ensure high aesthetics, but there must be a close relationship with the lesson content If there are no conditions to buy, you can enlarge the illustration in the textbook - Need to build a reasonable, scientific lesson plan : Teachers need to plan their teacher activities, game activities, time for activities, the requirements of each exercise, and student responses - Discussing and discussing teaching plans : The effectiveness of the lesson will be improved if the teaching plan is discussed with colleagues before teaching This work not only brings positive results for the lesson, but other skills have the same results b- In terms of students : Teacher asks students to be well prepared for the next lesson by : - Prepare vocabulary and sentence structure for the lesson, the topic of the upcoming lesson - Give out of the system of open questions about the lesson that they are about to learn so that students have time to think, learning materials - Ask students to some exercises related to the content of listening lesson, but for other skills lessons also have the same results - Encouraging and encouraging students to be confident, proactive and creative, creating dialogues related to the content of the lesson - Good implementation of the teaching process : The structure of the conversation is completely different from the structure of a reading text The words of the conversation must be short and concise The main activities of the conversation are to work in pairs, in groups and in roles For a grammar or vocabulary lesson, usually in the course of the lesson, there are three stages : Presentation - Practie - Production The process of a speaking lesson must also go through three stages : Presentation, Practice, and Production This teaching process not only helps students understand the lesson but also helps them use speaking skills in real communication But the prerequisite is that teachers need to clearly identify the goals that require each specific topic to guide students to perform well in the next phases * Approach to the conversation : Steps Content Presentation Step ( about 10 minutes) Practice Purposes - Motivate students' interest - Create a need to communicate for students - Encourage students to think about the topic they will learn in English Help students to : Understand content of Activities - Introducing the topic of the conversation, introduce the context and characters - Giving suggestions - Introducing new words Perform speaking the exercises through : the Practice with Step ( about 20 minutes) Step Production ( at least 15 minutes) conversation instructors' instructions Memorize the dialogues of the - Practice freely characters - Know how to apply the structure in the sample conversation to build similar dialogues under the guidance of teachers - Help students to - Performing exercises develop their Speaking practice communication skills through free practice and contact with reality * Tips and activities for a conversation teaching steps : We can use many different tricks to introduce the conversation in an appropriate and attractive way for each of your specific students Here are some suggested activities to introduce the conversation : * PRESENTATION (Introduction) : You can use visualization (Using visuals) : Use pictures or real objects to introduce : Use drawings, introduce characters and the context of the conversation Use pictures of characters, introduce characters and context by asking students questions based on pictures to answer Use visual aids such as drawings or real objects, and students build a conversation Example : Lesson of English 10 : “An excursion” ( page 68 ) You can use one of the following activities for the Post - Listening section : - Use a zoom picture about a group of friends who are planning to go camping Let's listen to the group's conversation - Use a picture of a group of friends : two male friends : Tuan and Hung, three girls : Hoa, Dung, Mai are sitting at Tuan’s house Ask questions for students to answer basing on the picture Some of the following suggested questions can be selected : + Who is this ? (pointing to Tuan) + Who are they ? (pointing to the rest) Or : What can you see in the picture ? What is Tuan doing ? What are the others doing ? - Use real objects : backpacks, bag of bread, boxes of milk, drinking water Introducing the character and context of the conversation by giving the suggestions and questions, then teacher can play the role with some good students in class Encourage active groups You can use cassette tape : - Turn on the tape for students to listen to the sample conversation - Read a sample of conversations according to the voices of the characters in the conversation - Work together with students who have a good voice in class to read a similar conversation form - Work together with some pretty good students in the class, play the role of a similar conversation model * PRACTICE : - To help students understand and practise conversation more effectively, I often use the following types of activities : • Ask questions and answers • True / False statements • Selected exercises (Multiple choice) • Fill in the appropriate word in the blank (Gap - fill) • Use similar words and phrases to build a substitutions (controlled practice) • Use words and groups of similar words to build a similar conversation (free practice) • Sort questions and answers accordingly (Matching questions and answers) • Based on the structure of sample dialog, build a situation - based role play • Retell the conversation content (In the form of monologue or dialogue retelling) Here are some suggested activities to help students practise speaking skill in the Post – Listening stage of a listening lesson Multiple choice for Post - Listening : English 10 – Unit : " A Day In The Life Of " – Part C Listening ( Page 17 ) Every morning Mr Lam ……………… at 4: 30 A gets on B gets up C gets off D gets away Mr Lam’s first passenger(s) is (are) A an old man B a lady C a boy and a girl D a doctor Mr Lam has lunch………………… A at home B in a restaurant C in a foodstall D in a pub After a short rest, Mr Lam……………… A goes home B goes back to work C plays sports D chats with his fellows Ask and answer questions for Post – Listening : English 11- Unit : “ Personal experiences” – Part C Listening ( Page 28 ) What is Christina’s job ? When did the fire happen to her ? What was she doing when the fire happened ? Who came to rescue her ? Did she lose everything in the fire ? What did the experience teach her ? Gap- filling for Post – Listening : English 11- Unit 12 : “ The Asian Games ” – Part C Listening ( Page 142 ) GROUP – YUKO : Yuko, coming from ……., was first and got a……… medal She broke the old ………… and made a new one of .minute and………… seconds GROUP – LILY : Lily is a ……… coming from …… She’s won a …… …… medal with an average of …… points GROUP – LEE - BONG - JU : Lee - Bong - Ju comes from …… Last time he jumped….…metres in the long jump.Today he’s won a …… He was able to jump………….metres GROUP – VICHAI : Vichai, coming from … couldn’t jump over the bar, which was………… metres He ………… into the bar After his performance, he was very ……………… Situation - based role play : English 12 - Unit : “ Cultural Diversity ” – Part C Listening ( Page 25 ) Tourist : Excuse me ! Can you tell me something about Vietnamese wedding ? Tour guide : ……………………………………………………… Tourist : How is the wedding day decided ? Tour guide : ……………………………………………………… Tourist : What does the groom’s family have to on the wedding day ? Tour guide : ……………………………………………………… Tourist : How about the wedding ceremony ? Tour guide : ……………………………………………………… Tourist : When the bride and the groom exchange their wedding rings ? Tour guide : ……………………………………………………… Tourist : How about the wedding banquet ? Tour guide : ……………………………………………………… Tourist : What the groom, the bride and their parents at the wedding banquet ? Tour guide : ……………………………………………………… Tourist : Thank you for some interesting information about Vietnamese wedding * PRODUCTION : Suggested tips to help students use the lesson to produce speech : • Discussing in pairs / groups about the knowledge they have learned through the listening lesson English 11 - Unit 11 : “ Sources of Energy ” – Part C Listening ( Page 130 ) Sources of energy Nonrenewable Renewable Coal Geothermal heat 10 Petroleum Solar energy Oil Wind energy Gas Eg : ………… belongs to……………….source because ………………… • Matching questions and answers : English 10 - Unit 16 : “ Historical Places ” – Part C Listening ( Page 174 ) Questions What is it well-known for ? Answers a It was in Southeast Asia b It was well-known as a major trading 2.Where was Hoi An located ? centre in Southeast Asia between the 16th and the 17th centuries c They are the Japanese Covered Bridge-one of the main attractionbuilt in the 16th century and Tay Ky 3.What were its roles ? House- contructed nearly 200 cwnturiees ago for a vietnamese merchant.The house looks exactly as it did in the early 19th century d It is famous for its old temples, pagodas, small tile-roofed houses 4.What are its main tourist attractions and narrow streets All of the and their features ? houses were made of wood and their pillar were caved with ornamental designs • Expressing your views, attitudes about the content or characters (expressing feelings and opinions) English 12 - Unit : “ Home Life ” – Part C Listening ( Page 17 ) After listening to the conversation between Paul and Andrea, students can give their views on their family Example : Paul’s family isn’t a close - knit family They live seperately and rarely get together on holiday But Andrea’s family is a crowded and close - knit one They often get together C - APPLYING THE RESEARCH IN TEACHING UNIT : AN EXCURSION ( ENGLISH 10 ) Period 34 : Part C : Listening Time : 45 minutes Class : 10A2 Planning date : 19/ 10 / 2018 Teaching date : 22 / 10 / 2018 11 A Objectives : Educational aim : - Ss appreciate the importance of learning about the nature and protecting it Knowledge : - General knowledge : Listen for specific information - Language : The past simple tense - New words : Words related to to the topic : picnic / excursion Skills : - Listening and speaking skill through Ordering, Gap – filling and Answering questions exercises - Listening comprehension B Method : - Intergrated, mainly communicative C Teaching aids : - Tape, board, chalks, textbook D Procedure : Teacher’s Activities Students’ Activities I Warm – up (5 mins) : - Greet Sts : Good morning - Stand up and greet the tc - Ask Sts to the game : Find someone who… - Do the game + Prepare a two – column table with Yes / No questions and name Do you Name like to go for a picnic ? go with your friends / family ? always go to the beach for a picnic ? bring food with you when you go for a picnic ? + Get Sts to go around the class and ask other Sts what thay used to when they were small If the answer is Yes, write his / her name in the table The winner is the first one who completes the name column II New Lesson ( 35 mins) : LISTENING A PRESRNTATION : ( mins) : * Pre – teach vocabulary : - Choose some words from the listening to teach + glorious (a) :đẹp trời - Listen to the teacher + destination (n) : điểm đến + left-over (n) : thức ăn thừa + delicious (a) : ngon miệng + Botanic Garden (n) : Vườn Bách Thú + spacious (a) : rộng, nhiều không gian + sleep soundly (V) : ngủ say 12 + assemble (V) : tập họp - Write the word on their notebooks - Write all the words on the board - repeat once or twice - Make sentences using the - Readsand has students repeat once or twice new words - AsksSts to make sentences using the new words + What a glorious day! - Get Sts to read the sentences aloud + Ha Long Bay is our destination - Lead Sts to the listening … B PRACTICE : ( 20 mins ) : - Read the sentences aloud - Introduce the listening: You are going to listen - Go to the listening to a short talk by a student about his picnic with classmates You listen to the tape and the tasks - Listen to the teacher followed Task 1: - Work in pairs and study - Ask Sts to work in pairs and study the pictures the pictures carefully and carefully and guess the answers before listening guess the answers before listening - Work in pairs listen to - Get sts to work in pairs listen to the tape and the tape and the task number the pictures in the order they hear - Listen to the tape again - Ask Sts to listen to the tape again - Explain their answers - Ask some Sts to explain their answers - Give feedback and corrects answers a e b c f d Task : - Read the sentences and - Get Sts to read the sentences and guess the guess the missing words missing words first first - Listen to the tape again - Ask Sts to listen to the tape again and fill in the and fill in the blanks with blanks with exact words they hear exact words they hear - Compare their answers - Get Sts to compare their answers - Give the answers in front - Call some Sts to give the answers in front of the of the class class - Listen to the teacher - Give feedback and correct answers most was just a few weeks ago to pay a visit at the school gate a short tour playing some more Task : - Guess the answers in - Ask Sts to guess the answers in pairs first pairs first - Listen to the tape and - Ask Sts to listen to the tape and answers the answers the questions 13 questions - Call Some Sts to give the answers in front of the class One asks and the other answers - Give feedback and correct answers the weather was very nice Yes, it was The garden was beautiful - Give the answers in front of the class C PRODUCTION : ( 10 mins) : - Ask Sts to work in groups making a dialouge to map out the plan for the picnic this weekend - Ask Sts to use mapped dialouge: You Your friend Where Sam Son beach too far, not much time Lam Kinh Ok, but no bike bus Ok, when 7:00 - Work in groups groups making a dialouge to map out the plan for the picnic this weekend to map out the plan for the picnic this weekend They could sleep soundly because it was so peacefyl and quiet in the garden They took pictures, played games, talked, sang and danced - Present their answers - Present the dialogue using sympols, cues, visuals - Have students make each sentence then form the dialouge - Go around the class and provide help if necessary - Give models - Call one or two groups to go to the board to present their answers III Consolidation ( mins) : - Ask students to summarise the main points of the lesson IV Homework ( mins) : - Ask Ss to study the new vocabulary - Require Ss to prepare WRITING for the next period - summarise the main points of the lesson - study the new words - prepare WRITING for the next period D - RESULTS OF THE RESEARCH 14 Through experimental lessons and experimentation in some classes through teaching hours, I found that the application of diverse and advanced teaching methods is necessary With experimenting on the method above, students are more interested, and have better judgments and attitude toward the subject which is not new but bears many limitations to access Students have been stimulated by exciting games, activities, new approaches and feel that learn to play and play to learn, which helps learners have better access, love English and be more confident in using English to communicate That is also the reason for the positive results that I have received in this school year 2018 2019 The number of excellent good and good students increased, the number of weak and very weak students decreased The specific results are : Class 10A2 11C2 Before applying experience ( the beginning of the school year ) Excellent Average Weak – good (bad) 30% 45% 25% 37% 40% 23% 10A2 45 Excellent - good % 20 11C2 45 13 Class Total Type Excellent - good Rather good Average Weak (Bad) 28,9 Rather good % 27 60 25 55,6 Grade 10 Increase by 20% Increase by 40% Decrease by 44,4% Decrease by 15,6% After applying experience ( the end of the school year ) Excellent – good 35% 40% Average % 20 15,5 Average Weak (bad) 7% 5% 58% 55% Weak (Bad) % 0 % 0 0 Very bad Grade 11 Increase by 17.8% Increase by 22,3% Decrease by 31,2% Decrease by 8,9% It is indicated from the tables of statistics above that the quality of the subject has considerably changed They are much higher and better than those at the beginning of the school year Up to now, there’s been enough evidence to affirm that applying conversation method in the post – listening stage of the listening lessons to help students practise speaking has resulted in much effect in teaching English particularly speaking skill E - RELEVANT LESSONS AND RECOMMENDATIONS I Relevant lessons : 15 After applying this research with some remarkable successes, I have accumulated valuable experiences for myself in the teaching process as follows : 1- It is always necessary to create a language learning environment during school hours and must use English as the main language to communicate Depending on grades and students, teachers can use short, simple, easy-tounderstand, easy-to-remember and easy-to-use English sentences - It is essential to motivate students to use the knowledge they have learned to use in communication when learning English in particular and in daily communication in general - Let the children listen and speak naturally Encourage students to discover errors themselves and learn from them 2- Design the utensils to serve the speaking lesson in accordance with the content of the talk : pictures, models, tapes, or can collect their own voice in the sample conversation (In particular, I have collected some English conversations from disc to times, this is very convenient in operation and saves time in class) 3- Teachers need to choose, use and coordinate flexible teaching methods and techniques in the process of teaching hours II Recommendations : Above are some small jobs that I have used in the teaching process in my class and have achieved some positive results I hope to invest in teaching and documenting equipment, utensils, seminars and visits to help myself and my colleagues gain more teaching and teaching experience with the highest results in order to meet the current educational requirements I look forward to contributions, exchanges from comrades, colleagues and experts to make me more progressive and the research more effective to contribute to the education and training the young, bringing foreign language closer to them, penetrating into life and becoming an effective communication tool to contribute to the so-called "Integrated technical education, training of comprehensive people , useful for the society ”, creating conditions for teachers to have opportunities to interact and learn from the seminars F - CONCLUSION Depending on determining the theoretical basis and analyzing the advantages and disadvantages of teachers and students in the process of teaching conversation in English, I have proposed a number of measures to improve teaching and learning quality At the same time, through the process of conducting a research project in grade 10 and 11, Yen Dinh high school, I see that students have progress, the course takes place gently and naturally, students have less sense of hesitation in learning foreign languages , especially students who are weak, and shy Thus with the proposed measures to ensure the correct implementation of the spirit of changing books and innovating teaching 16 methods, ensuring the principles of teaching in general and of the English subject in particular prove the correctness of the research With a spirit of active research, drawing experience, humble learning from colleagues and generations before me, I boldly studied the topic "Training English speaking skill in and Post - Listening by conversation method ” However, the method is always a tool, the new human factor is the specific decision : the enthusiasm, the love of the teacher, the child's love and the diligence of the students will make the success of the teaching and learning process I promise to constantly promote the results of the project implementation, while continuing to learn from experience, overcome difficulties in teaching to meet the requirements of program, innovative method and the English teaching method of the Ministry of Education and Training LEADER’S CONFIRMATIONS ( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ ) Thanh Hoa, April, 16 th 2019 I strongly ensure this is my own work without copying from any other’s Writer Mai Thị Thu Phương 17 REFERENCE BOOKS Teaching and Learning in the Language Classroom ( written by Tricia Hedge - 2008 - Cambridge University Press ) Practical English Usage ( written by Michael Swan) A course in language teaching - Practical and Theory ( written by Penny Ur - Cambrige University Press English Language Teaching Methodology ( edited by Hanoi university ) Practical handbook of language teaching ( written by David Cross ) How to use language activities to teach English - by Andrew Wright, David Betteridge and Michael Buckby Cambridge University Press, 1984 Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh Dung ) 18 ... the beginning of the school year Up to now, there’s been enough evidence to affirm that applying conversation method in the post – listening stage of the listening lessons to help students practise. .. practise and develop skills: Listening, Speaking, Reading, Writing (in which listening skill is essential), after finishing listening, students understand the main content of the listening and perform... students practise speaking skill in the Post – Listening stage of a listening lesson Multiple choice for Post - Listening : English 10 – Unit : " A Day In The Life Of " – Part C Listening ( Page