Some methods of effective english speking teaching for the 12 form students at le hoan upper secodary school

1 INTRODUCTION 1.1 The reason for choosing the topic Teaching foreign languages always fluctuates and changes according to the general evolution of civilization and world culture - That is something that no one can deny Therefore, teachers who are taught this subject must always be responsible and dedicated to imparting knowledge effectively to meet the requirements of society Over the years of applying the innovative method of teaching high school English subjects with the new textbook program, there have been many teachers and teachers who have positive experiences and initiatives to actively serve the teaching of English subjects However, I realize that there are still problems that arise in the reality of teaching in our school, but we ourselves, the teachers who teach this subject, are always thinking and finding solutions One of the issues is: how to teach SPEAKING effectively to improve communication skills for students, as well as improve the quality of teaching English in our school with available teaching facilities In order to have good English speaking skills, learners must have a long, regular speaking process with different forms and content, for example, if the beginner learns to speak, teachers should start with sentences short with a small number of new words.Then gradually increase the longer sentences However, those are just people who want to practice good English speaking skills For high school students, they have learned from elementary and junior high school, but most of them are not aware yet the importance of learning English, they still take the subject lightly and when they are in grades 10,11,and even 12 they also talk a lot about daily activities, biographies Even though they are still afraid of speaking When writing this experience initiative, I hope to contribute my small part to help teachers gradually overcome these difficulties to conduct teaching English speaking skills more effectively,students are more active in acquiring, acquiring knowledge of the lesson and enjoying speaking skills Therefore, I chose the topic "Some methods of effective English speaking teaching for the 12 form students at Le Hoan upper secondary school in school year 2018-2019" as a research topic for my experience initiative 1.2 Research purposes When writing this experience initiative, I just hope to contribute a few of my ideas, helping teachers gain the following experiences: - How to organize a speaking lesson is as effective as drawing students into the lesson period - Take steps for an effective oral lesson such as: Warm up: engaging and inspiring students; Pre - speaking, While - speaking, and Post - speaking - Direct students to the speaking exercises 1.3 Subjects of the study - Conduct a practical study for grade 12 students of Le Hoan High School - From the status of studying speaking methods to improve the learning quality for the brave students - The main research object that I apply this topic is two classes 12A3,12A12 school year 2018-2019 1.4 Research method - Study references on speaking skills related to topics of textbooks - Research based on observation method: attending class time of colleagues - Research based on exchange and discussion: After spending time with colleagues, exchange, discussion and learn from experience can be added to your lesson - Research based on empirical method: Instructing colleagues to spend time then exchange and learn from experience - Research based on survey method: Teachers ask questions to check and assess students' understanding of lesson content 1.5 The new points of experience initiative - Thanks to this theme,students feel more self-confident when speaking English - Sts can use structures they have just learn to make speaking sentences easilier - Sts can practise with their partners without shyness - Make time for colleagues to exchange and learn from experience - Test to evaluate the results to see if students have acquired the knowledge when speaking, so that there are reasonable adjustments and supplements 2.THE CONTENT 2.1 Theoretical basis - practice: - Some theoretical bases of teaching speaking lessons for the 12 form students at Le Hoan High School Regarding the foreign language learning of Le Hoan High School students: the entrance students are weak in all subjects, not only English We all know that the purpose of teaching a foreign language is not to provide students with the 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 Students' communication skills are shown through the skills: Listening, Speaking, Reading, and Writing, English speaking skills of students are formed through a learning and practicing process in an English environment In addition to learning in school, students must learn to practice speaking themselves through different forms and methods However, in fact, most of students at Le Hoan High School have not yet done this and they are very "afraid" of English so teaching them is very difficult and not simple at all, especially their speaking skills are more difficult because their vocabulary is almost nonexistent Moreover,they come from the families that their parents are farmers, so their foreign language learning conditions are still facing many difficulties 2.2 Basic factors directly impacting the effectiveness of the speaking lesson 2.2.1 On the teacher side With innovative and positive teaching methods, teachers must play the role of directing and controlling students to be active in the lesson time In order to have effective speaking lessons, teachers need to perform well the following basic elements: - Attract students in the lesson - Choose and flexibly use speaking techniques that are suitable for each lesson content - Organize class, control students in groups and allocate time appropriately - Use the teaching aids, means of suitable speaking teaching to each lesson - Create teaching aids that are suitable for speaking lessons such as making handouts, pictures, etc - With weak students, it is possible to split each part 2.2.1.1 Speaking teaching method Each lesson content has a different teaching method, in other words, the content of the speaking lesson governs the selection and application of combined teaching methods and techniques For example,the content of this speaking part, students only need to understand the keyword, can also apply it to practice speaking, but there are lessons that need to understand words and structures in order to form a complete sentence In short, we must always be bright create in the way of speaking to fit each content of the lesson As for the classes I teach, I always look for methods that suit each content of the speaking lesson, for example, I apply games in combination with the types of exercises Create your own pictures and exercises related to the content of the lesson 2.2.1.2 Equipment, utensils for teaching speaking + The equipment needed for speaking skills - Illustrative paintings suitable to the content of the lesson (may be included in the textbook or self-created teacher ) - In order to learn well the above-mentioned subjects are very necessary because it supports teachers and learners a lot as the teacher attracts and attracts learners, and learners find it easier to understand when there are illustrations Moreover, teaching equipment is also an active means in innovating teaching methods, motivating and inspiring students to learn 2.2.2 On the students side In order to have a good speaking time, students need to perform well the following basic elements: - Concentrate on the lesson of speaking (Pay attention to the teacher) - Before speaking, you must read through the requirements of the exercise to understand what you need to say - While speaking, you must understand what you are saying From the theoretical and practical basis above, along with my experience in the teaching process, I bravely offer a few methods to teach effective speaking skills through the topic:"Some methods of effective English speaking teaching for the 12 form students at Le Hoan upper secondary school in school year 2018-2019" So the problem here for every teacher is to really innovate their teaching methods in order to meet the current training needs and be aware of the value of communication in the language in life as well as mastering how to practice the type of lesson to improve oneself benefits the learners 2.3 Measures to be taken 2.3.1 The importance of developing English speaking skills for students of Le Hoan High School "Speaking" is one of the four important skills in teaching English so that students can practise communicating quickly and effectively Our high school students are not good at all four skills; listening, speaking, reading and writing Especially they are very afraid of speaking English during class because of many different reasons such as embarrassing, reserved psychology, afraid to laugh when they say wrong; Due to large classes, teachers have little time to practise skills for each student Having a good speaking practice will help overcome these limitations Speaking skills help students to practise more in one lesson,implement the principle in each language lesson: Old review - new practice All new knowledge is gradually evoked from the knowledge learned in the previous lesson (lesson:Reading) to make students not afraid of new lessons (lesson: Speaking) while practising speaking, students can learn from each other, correct each other's mistakes, and freely speak at their own pace without fear of teachers Through speaking practice, students acquire knowledge in an active way, overcome the inhibition when only a few good students participate in the speech, so it will attract all students in the class to participate in activities including average or bad school students Strengthen students' ability to behave in different situations, create excitement and confidence for students when they practise communicating in English Learnig hours will become fun, exciting and highly effective 2.3.2 Advantages and disadvantages in speaking practice for students 2.3.2.1 Advantage Students with an innocent nature are ready to participate in the activities of the lesson time when they are engaged in the activities Information technology is very developing in Vietnam, they soon have access to computers, the Internet and get a lot of information from here Applying information technology in teaching is one of the easy ways to attract students into learning the lesson content, making the lesson more vivid through vivid pictures, clear sound and saving presentation time Since then students have been practising more 2.3.2.2 Disadvantages There are many levels of different students in the class, most of them are average and weak at foreign language Speaking practice is usually done in pairs and groups, so the class is easily noisy, disorderly, especially for class units with a staff of over 40 students Teachers not observe all students, so some students take advantage of the opportunity to speak in Vietnamese or work separately Teachers cannot detect and correct errors of students (because of large classes, time is limited) Therefore, it requires teachers to have good pedagogical methods, be creative, always improve practice methods with many different forms, different types of exercises suitable for each lesson content to inspire interesting and motivate all students to practice enthusiastically 2.3.3 Methods of organizing speaking practice 2.3.3.1 Introduce the purpose and practise of speaking skills to students Speaking can be done individually or in pairs or groups If practising in pairs or groups, the teacher should divide the pair first to let the students know who to practise with If practising in groups, the teacher needs to know who the student who is the leader of each group and at the same time specify the group's practical tasks Teachers must also ask for discipline when practising 2.3.3.2 The practise of speaking must be systematic, continuous and follow the motto from easy to difficult This part requires teachers to be creative, redesign, adjust the layout of each task (if necessary) to highlight the focus and create opportunities for speaking practice for students 2.3.4.Some illustrative examples and exercises 2.3.4.1 Some illustrative examples Example 1: Unit 3- Ways of socialising- Lesson Speaking (p33,text book 12) Task 1: The teacher asks students to read the request of Task1 and say how to it in front of the class Teachers read samples of short dialogs Students listen carefully Teachers provide new words if there are any The teacher then lets students practise reading patterns with the teacher Attention should be paid to the expressiveness of the compliment and the response to the compliment Teachers organize students to work in pairs to practise reading conversations for a period of minutes While students practise reading, teachers walk around the classroom to help if they need When the teacher is out of time, call students to read the conversation before the class Teacher gives the comments Then the teacher divides the class in half and asks one side to find the answer for the compliment, the remaining one finds the answer to the compliment and asks for feedback and then writes on the board as follows: 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 …………… - I thought your tennis game was a lot - You’ve got to be kidding! I thought better today, Tony! it was terrible At this point, students can clearly distinguish how to give praise (information in column A) and how to respond to praise (Column B) From there, students (including weak students) will easily the next Tasks, such as Task2 asking students to complete the conversation by giving compliments The teacher asks to emphasize what needs to be improved with the question: What useful language can you use to the task? Practice: Need to follow the motto from easy to difficult Teachers offer different types of exercises such as substitution drills, using prompts or picture cues or language games for students to formulate the materials they have learned Free Speech: Teacher creates situations, contexts, topics for students to practise speaking in pairs or groups In this part, teachers can use pictures, photos inside and outside textbooks or topics close to them such as complimenting friends who have just bought a new shirt, talking about the career that they plan to in the future so that both ensuring the requirements of the lesson, both effective and stimulating students enthusiastic practice Example 1: Unit 6- Future Jobs - Speaking (p 66,text book 12) 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, they will lose opportunities to practise speaking for students because the requirement of the task is only to connect each occupation in column A with descriptions of suitable profession in column B Accordingly, the teacher will stop when students complete the connection such as: A doctor connected with the description is take of people’s health + help save people’s lives But in my opinion, we should design teaching activities as follows: - Guide students to understand the content of Task by asking some open-ended questions: Now, Look at the table and tell me How many jobs there are in column A? Ss: There are four How many descriptions there are in column B? Ss: there are eight So work in pairs Match a job in column A with at least two descriptions in B within one minute - Teachers walk around the classroom to help students if they are necessary When the one minute was up, the teacher leads students to a new activity with the question: Have you finished matching? (Ss: yes) T says: Let’s practise speaking (T explains that) when students to practise asking answering about the jobs, all of you have to listen and check their matching - Teachers can suggest a modelly question and answer session S1: Could you tell me what a doctor often do? S2: A doctor is a person who takes of people’s health and helps save people’s lives - Afte students have finished speaking, it also means that they have completed the task Note that when each pair finishes, the teacher should ask the whole class or a specific student to comment on the content that the pair has just done whether it’s right or wrong and then check the answer and give appropriate compliments to inspire students in the following Tasks Example 2: Unit 3- Ways of socialising- Lesson Speaking (p33, text book 12) - After giving students practice to the tasks required by textbooks, the teacher can give a practical situation for students to apply the knowledge they have just learned The situation is as follows: Teacher opens a ring box and takes out a ring T says: I have just bought a ring The teacher divides the class into teams, asking students in the 1st team to give the compliments and the students in the 2nd team instead of the teachers respond to the team's compliments The teacher then takes another scenario and asks Team for Team to reinforce the students So with this method, students will be able to memorize knowledge faster and longer because to students, “Listening will quickly forget, look will remember forever” Points to keep in mind when practicing speaking skills Speaking practice is to provide students with real-life communication opportunities Teachers should encourage students to follow the guideline of trial and error Children should not be pressured, they will carry heavy psychological fear of making mistakes In practice, teachers have two main functions: one is to provide grammar (sentence structure for speaking practice, vocabulary ), help and solve difficult problems about grammar and knowledge that they are learning born encounter; second is to monitor, listen and record the mistakes students make during practice to correct the class after the students' speaking practice process Teachers need to make the most of classroom time, giving every opportunity for students to use the language they have learned in a meaningful and effective manner Choose topics that are easy to develop, suitable for psychology, age and topical such as daily activities, good movies that are watched by people on TV, about favorite sports you or about real people, real things Teachers can ask villainous questions to help students argue for more excitement On the basis of training in the classroom, teachers need to encourage students to practise speaking English at home, and practise regular communication when possible such as meeting foreign visitors, relatives from the US, UK, Australia return (especially those of the same age) Example 3: Unit5-Higher Education -Lesson Speaking (p 55-text book 12) To lead in the lesson, the teacher can ask students to look at pictures of people's identity cards, transcripts, diplomas, birth certificates, etc to answer the question: - What is this? - Students look at the picture and answer: That's an identity card (If students not know how to say this word in English, teachers read and write the word on the board and then let them repeat twice) Continue to picture T: what you call this in English? Ss: a school report / a certificate/ a birth certificate T: Are they the admission requirements for a tertiary institutions? Ss: Yes, they are T: What we need more? Ss: ………………………… T: To know more about the admission requirements for a tertiary institutions in VietNam, let’s start our today lesson Example 4: Unit 6- Future jobs- Lesson Speaking (p 65- text book 12) Teachers divide the class into two teams and guide the rules of "Bingo" Ask students to prepare to discuss for one minute about the jobs they know in English After one minute of discussion, representatives of each team write up their answers within one minute Then the teacher checks the answers on the board and counts the number of jobs each team has scored The team that writes more correctly will be the winner Teachers congratulate the winning team and lead into the lesson by asking: what job you like to work, Tam? Why? S1: I would like to work as a doctor because I want to treat and help many people T: (call again another hs) What about you, Lan? S 2: I would like to work as a pilot because it is an interesting job T: OK, good! All of us have just heard that Tam wanted to be a doctor but Lan wanted to be a pilot I am sure that everyone here would choose for themselves a job in the future with many different reasons To know more about the jobs each of you choose to work in the future, let’s start our lesson today New scene introduction: Speaking skills are usually done in the introduction to the scene and the introduction of new structures through Dialogue build, Concept checking…… 10 In short, as the facilitator, organizer and guide students to perform the communication task requires teachers to have the skills and art of teaching, always creating flexibility in education to that student even said wrong but they also found that they understand and are gradually improving Avoiding stigmatizing students or making them feel wrong is very bad However, teachers also need to handle quick correction or else it will take a lot of time in class, the lesson will not finish, many other students will not have the opportunity to practise 2.3.4.2 Types of exercises are used for developing speaking skills 2.3.4.2.1.Yes-no question: A question to guess information + Teacher gives the title to practice + Teachers provide some suggested words, background knowledge, teachers model and let students speak freely 2.3.4.2.2.Ask and answer : + Students can practise in pairs + If practising in groups, the leader group asks some questions, other members of the group have the duty to answer + Teachers can organize as a contest: Answers are graded based on language accuracy, as well as information 2.3.4.2.3.Dialogue: + Dialogue build: Teacher has basic suggestions or pictures showing -> students build conversation and practise speaking + Disapearing dialogue: Students practise conversation in writing that the teacher has erased a word and phrase (each word is a word) Example : S1 : What like? S2 : I very much -> When students have met the requirements, the teacher will erase all the lines written, on the board has only the lines are drawn -> students can repeat the lines themselves As the example above is only: S1 : _ _ _ _? S2 : _ _ _ _ 2.3.4.2.4 Substitution drills: 11 + Replace speech or grammar, vocabulary learned with new lines, grammar and vocabulary + The teacher asks students to turn words and words to turn to practise in a chain-style way + Teachers can use word board: Write the words on a cardboard and raise them quickly for students to observe Ask the students to replace the word in the necessary positions in the sample sentences to create new sentences 2.3.4.2.5.Chain drills: + Teachers raise topics to practice + The teacher starts by asking a question to a certain student The student who answers the teacher's question is then asked to ask another question for the next student This student is responsible for answering and asking a third friend, so this chain practice continues + Questions that are topical but may not need to develop into instant speech 2.3.4.2.6 Picture stories : + Teacher collects sets of pictures, photos with content suitable with the curriculum + Teachers model, play roles in comics, use words in pictures to make words for the characters Students observe and then practise playing the role according to the characters in the picture + Teachers can suggest by questions as follow: “ What is happening in picture A?” “ What you see in picture B?’’ + The teacher may ask the students to rearrange the pictures according to the order of the story details -> Students then look at the picture and retell the main content + The teacher can ask students to put pictures into words: Write the story into cardboard, pictures and jumbled jumbles -> Ask students to observe and match the picture so that the order of the circumstances taught in the picture is the order of the words on the cover 2.3.4.2.7 Groupings: - Teachers divide the class into groups Give each group leader a list of words and phrases by topic The task of the other students is to add other words and 12 phrases to each topic - The leader of the group controls how many words and phrases the members of the group find as much points as possible (each word must be accompanied by a correct definition) Example : Water sports 1.Swimming :This is an activity which is the basic part of many other aquatic sports 2.Water polo :…… 3.Scuba- diving :………… 4.Rowing :……… 5.Synchronized simming:… 6.Windsurfing …… 2.3.4.2.8 Charactors : - Role-playing games that reinforce students' understanding of the function of a structure in more natural situations - Divide each group to play a scene according to the subject the teacher requires: For example: - Gather information for a package holiday - Complain about changing to a new clothes bought the day before - Story at a general clinic 2.3.4.2.9 Mapped dialogue: - Teacher introduces context and requirements of the activity - Teacher writes a few words to suggest or draw pictures on the board - The teacher presents the conversation based on the suggested words or drawings - Practice conversation with the class - Students practice in pairs 2.3.4.2.10 Discussion: (Discussion for students with relatively high knowledge) -Teachers raise issues to discuss (Example: about football, about a famous person ) - Groups discuss, discuss and exchange their views in minutes Then one member of the representative group reported back the whole opinion of the group Finally, let the students of the whole class discuss this issue 2.3.5 Lesson plan of English 12 UNIT 12: WATER SPORT B SPEAKING LESSON Period:69 I- Ojective: + By the end of the lesson, Ss will be able to: 13 - Speak about some water sports fluently - Give opinions and preferences about water sports II-Teaching aids: - English textbook , pens, pictures III-Method: - Integrated, mainly- communicative IV-Anticipated problems: -Ss may have difficulty in speaking in right rhythm beacause they are not confident enough V- Procedure Teacher’s activities Warm up(3 minutes):Pictureques - Ask students to keep book close - Says: “In just one minute, look at the pictures and write down on a piece of paper a list of equipments which are used to play with these types of water sports” - Asks students to work in groups - Call on the representative from each group to write down their answers - Give correction - Congratulate the winner Before you speak (5 minutes) *Pre-teaching vocabulary -Synchonized swimming(n) T explains the meaning of the new word - Scuba diving (n) T explains the meaning of the new word -Wind-surfing (n) T uses a picture to teach this word -oars(n).T uses a picture to teach this Students’ activities Warm up(3 minutes):Pictureques - Keep books close - Listen to the teacher - Look at the pictures and try to write down some equipments of water sports (ex: ball, air- tank, mask, fins, oars, boat, board, regulator, wet suit, sail ect ) - Listen and repeat orally - Copy down Before you speak (5 minutes) Take note 14 word -Air tank(n) T explains the meaning of the new word -Rugulator (n) (explaination) -Fin (n) (drawing) -mask (n)(real) - Read aloud three times and ask ss to repeat in chorus and in individual - Call on some Ss to repeat aloud individually Checking technique: Rubout and Remember II.While you speak: (30 minutes) Activity 1: Task (10 mins) - Ask students to look at pictures and match them with names of water sports and retell names of each sport KEYS: Swimming Water polo Synchronized swimming Windsurfing Scuba- diving Rowing Chain game:work individually - Explain to ss how to join the game: Each student makes one sentence like sample and the student with longest Listen to the teacher and repeat Read individually II.While you speak: (30 minutes) Activity 1: Task (10 mins) -Look at pictures and match them with names of water sports and retell names of each sport - Correct pronunciation themselves Swimming Water polo Synchronized swimming Windsurfing Scuba- diving Rowing - Listen to the rules of the game - Work independently 15 sentence will be the winner - Calls some students to speak the sentence like: I like (swimming) I like (Swimming) and I like , and (Note: To make the game more interesting, T should encourage ss to gain the winning ) Correct pronunciation and congratulate the student with the longest sentence Activity2:Task 2: work in pair(13 mins) - Ask students to look at the table and talk about each type of water sports - Ask ss to look at the table to understand what the table means - Run through the table to help ss with new words if have - Ask ss to work in pairs to ask and answer about the types of water sport in the table T may ask some Qs like : 1- How many columns are there in the table? Ss: columns (they are types of sport; Place; Equipment required to play with; Number of players) 2- How many types of water sport are there? …………………………………… - Elicit how to make a conversation : Activity2:Task 2: work in pair(13 mins) - look at the table to get what the table means - work in pairs to ask and answer about the types of water sport in the table - Practice speaking in front of the class - Join into T’s correction 16 A (asking): Which type of sport you like (playing)? B (answering): I like water polo A:Could you tell me something about this sport? B: Well, Water polo is played in a pool It is played with a ball People play it in a team A: Oh, I see Thank you - Call some students to practise speaking model converstations - Go round and help ss to make conversaion - Ask students practise in pairs - Call some pairs to present in front of the class - Give comments on ss’ pronunciation Task : Express your preferences (7 mins) - Ask students to keep in pairs to talk about their favourite water sports following examples: I prefer scuba- diving to water polo because it is adventurous and exciting I like watching the under sea world, but I’m afraid of being attacked by sharks - Remind ss the form: S + prefer + N/ V-ing + to + N/ Ving: thích (cái gì/ làm ) (cái khác/ việc khác) - Go round to provide help - Call some students to speak loudly - Listen to the teacher - Work in pairs Task : Express your preferences (7 mins) Work in pair - Look at the picture and expess preferences - Copy down - Expess preference in front class 17 in front of the class - Correct pronunciation and gives - Join into T’s comments comments - Give marks if ss better III After you speak : (4 minutes) III After you speak : (4 minutes) - Show pictures of water sports (Canoeing; Snorkelling) and ask ss to expess their preference Expess their preference - Call on some ss to get their preferences Pay attention to the teacher’s - Give comments comments IV Homework: (4 minutes) IV Homework: (4 minutes) - Ask students to prepare Part CListening and homework - Write down the homework 2.4 Achievements after application of the topic When doing this topic, I conducted experiments in two classes 12A4, 12A6 The results showed that the quality of teaching hours was higher, the number of students who understood, took lessons and practiced communication skills increased significantly Most of the students find that their speaking skills are no longer stressful, they are not afraid or afraid of being wrong and especially their communication confidence increases a lot Speaking practice Class Rank When the new method is not applied Class 12A3 Good hs = 2.2% hs = The total students : 45 Fair 11 hs = 24.4% 20 hs = 44,4% 23 hs = 51.1% 18 hs = 40% Weak 10 hs = 22,2% hs = 6,6% Poor 0% 0% Good hs = 4.5% hs = 11,5% Fair hs = 18% 15 hs = 34% Class 12A12 After the new method is applied 9% Average 18 20 hs = 45,5% Average 24 = 54,5% Weak 10 hs = 23% hs = % The total 0% Poor 0% students: CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusion Although there are many efforts to read, explore, share experiences from colleagues, learn from practical teaching to draw some effective methods of teaching English speaking skills at high school level, but I realize that some of the issues raised in the topic are not deep enough,there are not many illustrative examples However, the issues raised in this topic are very common and realistic, causing great passion for students in English It can be said that this is a useful document for every teacher, helping teachers (especially for newcomers) to enrich the method of imparting knowledge to students in speaking teaching period 3.2 Recommendations 3.2.1.For teachers: - Continue to research reference materials - Always learn from the experience as well as share experience with colleagues - Constantly self-study, fostering regularly through many different sources such as via Internet, E-book ……… - Actively invest in designing elaborate lectures that bring high results to learners 3.2.2.For the school: - Invest in teaching facilities and equipment - Register to buy CD of the Ministry of Education once a year to achieve good quality, standard (Because of the characteristics of a scratched CD, one disc cannot be used for many years, affecting the quality of teaching hours) - Encouraging teaching teachers to write experience ideas - Create favorable conditions for teachers to participate in professional seminars and improve professional skills 3.2.3.For the education sector: 19 - Increasing the organization of seminars in clusters and provinces to expand the opportunity to share teaching experience for all English teachers or representatives of each attending school, then to deploy used in the group - Building a portal on teaching resources such as: Experience ideas topics won the prize, high availability should be widely applied in the whole province … - During the process of implementing the project, it is inevitable that the shortcomings are looking forward to the comments of the management levels so that I can perform the task better I sincerely thank! Thanh Hoa, April 26, 2020 I swear this is my experience initiative I write,I don’t copy the content of other people Signature CONFIRMATION OF THE HEAD TEACHER Hoang Thi Nguyen 20 ... through the topic: "Some methods of effective English speaking teaching for the 12 form students at Le Hoan upper secondary school in school year 2018-2019" So the problem here for every teacher... so that there are reasonable adjustments and supplements 2 .THE CONTENT 2.1 Theoretical basis - practice: - Some theoretical bases of teaching speaking lessons for the 12 form students at Le Hoan. .. of the study - Conduct a practical study for grade 12 students of Le Hoan High School - From the status of studying speaking methods to improve the learning quality for the brave students - The