Organizing some speaking activities combining some related topics in english textbook 10 encourage students to learn speaking skill easily

THANH HOA EDUCATION AND TRAINING DEPARTMENT THACH THANH I SENIOR HIGH SCHOOL EXPERIENTIAL INITIATIVE Organizing some speaking activities WHICH COMBINE some related topics in English textbook 10 encourageS students to learn speaking skill EAGERLY Author: Mai Thị Thùy Hương Occupation: Teacher Experiential initiative on: English THANH HOA YEAR 2020 CATEGORY I Introduction 1.1 Reasons to choose the topic 1.2 Purposes of researching 1.3 Research subjects 1.4 Research methods II Content 2.1 The theoretical basis of the experience initiative 2.2 Actual situation before applying experience initiatives 2.3 Innovative experiences or solutions used to solve problems 2.4 Good implementation of the process of teaching readings Proposals References books page 02 page 02 page 02 page 02 page 03 page 03 page 03 page 03 page 03 page 05 page 15 page 16 INTRODUCTION: 1.1 Reasons to choose the topic: Vietnam is on the way to integrate with the world and regional countries, the country is transforming itself in a market economy English is an international language of communication, widely used in many fields such as economics, science, medicine, engineering worldwide Hence, the English subject has been taught in schools: elementary, junior high, high school the teaching and learning of foreign languages are increasingly important Nevertheless, in the process of teaching and learning teachers and students Facing a lot of difficulties in many aspects: Part of our students are farm children, parents' concerns are limited, most of them are still weak in learning ability On the other hand, they are not really aware of the need for foreign language learning, leading to their poor quality of learning From the fact that improving the efficiency and quality of education is extremely urgent, the innovation of teaching methods is an issue mentioned and raised by the education industry Good English speaking will encourage students to be passionate, confident in learning more and reinforce other skills such as reading, phonics, vocabulary, grammar Actually learning English speaking skills well, foreign language learners must have a regular, long-term speakinging practice with different situations and people As we all know, in the past, according to the old teaching method, teachers played a central role in transmitting knowledge while students were passive recipients of knowledge This method has little educational effect, it is no longer suitable for the development of our country today Now the requirement of innovating teaching methods to promote students' activeness is that students must be self-proactive and creative, take ownership of knowledge To accomplish this requirement, teachers must be the ones who have a role in guiding, controlling and organizing students' activities Therefore, applying new methods always requires every teacher to make efforts Organizing speaking activities is a new teaching method that has been applied by many teachers in the student's practice section to help students towards active learning, against passive habits At present, English requires students to practice communication skills or to speak more correctly, listening and speaking skills are especially important After many years of teaching with new methods, I myself have learned from experience: group activities contribute to enhancing communication and exchange of cooperation between students Organizing group activities is one of the important stages in a themed lesson This will help them be active, positive, attract all participants, save time for introducing new lessons and also create conditions for teachers to work as private instructors mentoring Because of these reasons, I am going to write this topic: “ Organizing some speaking activities combining some related topics in English textbook 10 encourage students to learn speaking skill easily” 1.2 Aims of the study: Through the years of directly teaching English in high school, I have realized the fact that the majority of high school students, especially in mountainous areas, are afraid to study English, often feeling heavy during school hours Therefore, the lessons to prepare for the National High School exam are a difficult challenge for them Especially the "Speaking" section exercise Students are usually shy and lack of confident to speak in front of others So, how to get students interested in learning foreign languages, particularly English How I learn English to become a class that I look forward to and not have to wait impatiently for my time out of boredom? How can you speak and understand simple English sentences naturally? It is a number of my concerns in the teaching process, so I always try to find and think to find the most effective solutions to make my lecture attractive to students, It is also aimed at improving the quality of subject teaching on the basis of improving teaching methods, taking learners as a center Speaking skill in high school exam in English The subject of English "scares" students with long and short sentences with strange words and difficult ways of writing Therefore, to conquer this form, we must have appropriate methods Stemming from practical teaching for many years as a teacher of English, I boldly draw some experience to write experience with the topic" Organizing some speaking activities WHICH COMBINE some related topics in English textbook 10 encourageS students to learn speaking skill EAGERLY” 1.3 Objects of the study: The topic revolves around the study of teaching and learning English speaking of high school teachers and students in grades 10, 11 and 12 in Thach Thanh I high schoolI But the object of typical research that I have boldly applied this topic is 10C1 grade students 1.4 Study method + Observation Method + Research and Practice Method + Synthesis method 1.5 The new points of the initiative In this information technology era, in addition to the activities and types of textbook exercises, reference books, wed sites, I have designed and implemented ones which are not in the textbook so that my students will have a general view about speaking to promote their creation, to develop thinking and ability to use English in spoken language and meet the need of the academic examinations STUDY CONTENT 2.1 The theoretical basis of the experience initiative In Vietnam, collaborative learning methodology has been organized for a long time, such as: "Learning without studying" After the August 1945 revolution, we used to have the democratic learning movement "Popular education" to study groups and groups The movement: "Mutual advancement" was launched by the Central Council for a long time in both the resistance and up to now In fact, in sparsely populated areas, such as remote areas, remote mountainous areas, we have organized classes of 2, to levels in a class Such combined classroom teaching is also based on the same level of group teaching organization In the last years of the twentieth century, group learning in Vietnam always took place in many different forms: such as self-governing group, study group, in some subjects such as gymnastics, handicrafts, music, foreign courses, club activities etc Recently, with the trend of innovating teaching methods towards positive activities of learners, teaching theoretical researchers offer four basic characteristics Therefore, researching and organizing organizations for students to study in groups in the process of teaching English in high school is still a new and interesting problem This is an early issue in teaching to meet the requirements of the innovation process for English in high schools today In Vietnam, collaborative learning methodology has been organized for a long time, such as: "Learning without studying" After the August 1945 revolution, we used to have the democratic learning movement "Popular education" to study groups and groups The movement: "Mutual advancement" was launched by the Central Council for a long time in both the resistance and up to now In fact, in sparsely populated areas, such as remote areas, remote mountainous areas, we have organized classes of 2, to levels in a class Such combined classroom teaching is also based on the same level of group teaching organization eaching through organizing independent activities of students - Focusing on self-study method - Enhancing individual learning in combination with collaborative learning - Combining evaluation of teachers and self-assessment of students However, the application of small group collaborative teaching is not simply applied mechanically to the teaching process It depends on the subject, the learning conditions, the object of the student, the nature of the lesson and the pedagogical capacity of the teacher who organizes this form effectively Therefore, researching and organizing organizations for students to study in groups in the process of teaching English in high school is still a new and interesting problem This is an early issue in teaching to meet the requirements of the innovation process for English in high schools today 2.2 Actual situation before applying experience initiatives + Difficulties for students: The level of students is uneven As mentioned above, there are many students with deep and wide knowledge of English but many students have not heard well even some of the most basic communication questions such as asking age, home , accommodation Some of the topics mentioned in the program are quite strange for mountainous students: Technology and you, Undersea World, Conservation, National Parks, Cities Some students have very little lower grade vocabulary so there are not enough words or words to complete the Tasks + Problems of students: Most students are good and conscious of learning Classroom atmosphere is very lively when students meet familiar and familiar topics such as "School talks", "Music", "Films and cinema", "The World Cup" Because the level of students is not equal, for a limited time, students have completed the requirements of the reading exercise but there are also students who have only completed 50% of the work and even 30% 2.3 Innovative experiences or solutions used to solve problems 2.3.1 Activity 1: English Speaking Club - General description: Students have chances to practise speaking and listening skill through interaction in pairs and in groups - Aims: + Develop speaking and listening skill + Develop teamwork skills and discussion and argument skills + Create the environment in which students can express their knowledge, creation and problems - Time and place: once a month - Participants: teacher and students - Condition: Class room, computer, … - Content: + Unit 9: Undersea World + Unit 10: Conservation + Unit 11: National parks Main topic: Nature and Conservation Step1: Teacher gives students some information or suggestion to organise an interesting consevation such as: Group 1: - Suggestion : Below are some actions that should be taken to protect our oceans + I think action is the most important because if we learn all about the oceans, we can/we'll understand their values and try to protect them + We should learn all about the oceans + We should not use herbicides, pesticides and fertilizers that harm the environment + We should not fish for species that are limited, threatened or endangered + We should dispose of fishing lines and nets properly + We should keep only the fish we will eat and release the rest + We should place rubhlish and plastic bags in proper dustbins + We should use watter sparingly and should not pollute it + We should choose our seafood responsibly Step 2: Make a model: - Model 1: conversation A: Whales and sharks are still hunted for food, medicine, and other products This has a negative effect on species and ecosystems, and can also impact the climate B: The best solution to stop whaling is educating the population about the issue A: We also should raise awareness about whale-hunting and its negative consequences C: Countries should tell the people how the ecosystem and environment are affected by whaling so more people would understand and know about the problem and take action A: And all governments should have laws that prohibit the hunt for these endangered sea animals for any purpose And I think restaurants in the world don't serve the food made from these animals' meat - Report to the class what your group has discussed Model : Representation My group has discussed the threats to beaches which are now being polluted with all kind of rubbish such as plastic bags, pieces of glass and cigarette butts, And we think that in order to rescue beaches, we should clean them up and at the same time tell everybody not to litter them Besides these, we should educate people how important a healthy environment can be to our life! And this project should be carried out in schools so that small school population can get a good habit of conserving environment from early ages Model : Representation My group has discussed the consequences of whale-hunting such as climatechanging, the existence of sea animals… And we think that in order to rescue whales, we should educate the population about the issue and raise awareness about whale-hunting and its negative effects Besides, all governments should have laws that prohibit the hunt for these endangered sea animals for any purpose And I think restaurants in the world don't serve the food made from these animals' meat These solution should be taken in action as soona s possible to protect the whale Group 2: - Teacher lets student discuss about the facts, the reasons and some solutions to these problems by devide them into different groups Then gives them their duty The fact: + Man and most animals need a constant supply of water to live Farmers need water for their crops + Hydroelectric dams hold back needed water and provide power for homes and industries + Frees, grasses, and other plant life play an important part in the natural circulation of water, and thus help conserve it + Without plants, most water would run off as soon as it falls, taking away valuable soil + Rapid run-off would cause frequent Hoods and leave little water during dry seasons Problems: + The loss of forest + About 5,000 species of plants and animals arc eliminated each year + Air, water pollution + Global warming + ……… Solutions: + Build more national parks and zoos + Give laws + Improve the knowledge and awareness about nature + …… Group 3: Give some places that help to conserve the nature in Viet Nam and in the world Ex1: Cuc Phuong National Park, Vietnam Cuc Phuong National Park is located 160 kilometres south west of Hanoi It is the first of Vietnam's nine national parks to be established, and it contains over 200 square kilometres of rainforest Tourists go there to study butterflies, visit caves, hike mountains and look at the 1,000-year-old tree The best time to visit the park is during the dry season, from October to April, when the rainy season is over Ben En National Park This park is located in Nhu Thanh and Nhu Xuan districts, 36km from Thanh Hoa City This park is located in Nhu Thanh and Nhu Xuan districts, 36km from Thanh Hoa City It is firstly established in 1992, and then expanded to now encompass an area of about 16,634 hectares, including 8,544ha of primary and recovered forest This place is not only a protected breeding ground of many rare creatures, but also an attractive destination for ecotourism with its poetic and majestic sceneries 2.3.2 Activity 2: A day as a jounalist - General description: a group of students participated in a video clip about their classmates' interests In that report, you have to discuss all the relevant information and the reason These reports are posted to the class group and receive your comments - Aims: + Develop speaking and listening skill + Develop teamwork skills and discussion and argument skills + Create the environment in which students can express their knowledge, creation and problems - Time and place: once a year - Participants: teacher and students - Condition: Class room, computer, camera, mobile phone… - Content: + Unit 12: Music + Unit 13: Film and Cinema + Unit 14: The World Cup Main topic: My hobby Step 1: Provide a list of vocabulary & structures - Vocabulary - Common structures: o Like/Love/Enjoy + V-ing 10 o Feel +adj o Cheer sb up - Teachers helps students to make question and answer the questions: + What kind of music does Ha Anh like? She likes … + What does she listen to? She listens … + What is her favourite band? Her favourite band is … + When does she listen to music? She listens … - Students have a look at the table Ask and answer in pairs Answer Kinds of music (1) Reasons for listening to (2) music Favourite band/musician (3) Favourite song/piece of (4) music When listen to music (5) **Hint: Put suitable word in the blank: I really like (1) _ because it’s very (2) _ My favourite band is (3) Their songs are really (4) In my spare time, I often turn on my mp3 player and listen to those catchy songs - Talking about things you like I like/ quite like/ really like/ love/ enjoy + Ving I am interested in +Ving - Talking about things you dislike - I don’t like/ hate + Ving - Sample answers (answer in sentences) My favorite music is rock and I don’t really like jazz because it’s little sleepy I enjoy listening to pop-music and I can listen to some hit songs all day without being bored - When someone talks about film, Teacher can give some guided question that students can use such as: + What kind of film you like? 11 + What you think of….? + Which you prefer, detective film or science fiction film? Well, it’s difficult to say.But I suppose I prefer science fiction film to detective film + Where did you see …? + What kind of film is it? + Who are the main characters? + How you feel about it? + Why you prefer it to others? Step 2: Making a model Model 1: A: What kind of music you like? B: I like classical music A: Why you like it? B: Because it relaxes my mind much with its sweet and gentle tone A: What’s your favourite band? B: I like the ATB with the famous singer Anh Tuyet A: What piece of music you like best? B: I like the "Nocturne in C" by Chopin A: When you listen to this music? B: I usually listen to this kind or music on discs produced by this band when I feel tired or bad A: What kind of music you like? C: I like folk music A: Why you like it? C: Because it is relaxing and reminds me of the traditional music of our nation A: Who is your favourite singer? C: It’s Ms Ai Xuan, a famous folk music singer A: What's your favourite song? C: It’s the “Trong Com” A: When you listen to this music? C: Whenever I feels bad or sad 12 Model 2: B likes classical music but C likes folk music B likes classical music because thinks it can relaxe his mind especially when he feels bad or depressed Meanwhile C likes folk music because he thinks this music reminds him of the traditional music of nation Model 3: A : What you think of horror films? B : Oh, I find them really terrifying C : I don’t quite agree with you I find them interesting A: What you think of action films? D:Oh I find them really good fun E:I agree with you and I find them even exciting A : What you think of cartoons? F : Oh I find them interesting G : Yes, I agree with you And I think them good fun A : Which you prefer, thrillers or science fiction films? B : Well, it’s difficult to say But I guess I prefer science fiction films to detective ones A : What about love Story films and cartoons? B : For me, cartoons are more interesting because they give us relaxing minutes after hard work A : Well, you like horror films? B : Oh , no I think they are terrifying I remember I had nightmares after I saw a horror films long ago 2.3.3 Activity 3: Learning English through songs: - General description: Students learn English through songs on age-appropriate topics and participate in music games, thereby practicing listening, speaking, applying good structures / lyrics in songs into communication activities - Aims: + The song brings comfort and joy to the learners, thus creating motivation and interest for them to voluntarily participate in class activities in a positive way + Through the song, it is easy for students to understand paragraph elements (vowels, consonants) and metaphysics such as stress, intonation, rhythm, linking and swallowing 13 + Students act as direct participants, so they take the initiative in acquiring linguistic knowledge through the song + Listening to songs helps students improve their pronunciation naturally and improves their listening comprehension and speaking skills.- Time and place: once a month - Participants: teacher and students - Condition: Class room, computer, camera, mobile phone… - Content: Music, Film and Cinema, The World Cup, cities, … The formula to apply songs in class In order to use the song as a teaching tool, teachers should plan in detail the sequence of steps to use the song in the classroom Ur & Wright and Haycraft offer the following application steps:(Ur & Wright Process (1993): Preparation: Record a song or the teacher can learn to sing a song Have the lyrics slide ready for class presentation, or you can use the handout with the lyrics to give it to students Implementation steps: Step 1: Turn on the tape or CD or the teacher sings the song a few times Step 2: Slide the slideshow with lyrics in front of the class or hand out the handout with lyrics for each student in the class Step 3: Ask students to read through the lyrics Step 4: Turn the song up (or the teacher sang it again), asking students to look at the lyrics and sing along In sum, good pronunciation not only helps learners become more confident in communicating but also improves their listening comprehension skills - one of the factors determining success in communication The basic elements of pronunciation are taught Segmental Features a Consonants: including 24 consonants: / p /, / b /, / t /, / d /, / k /, / g /, / f /, / v /, / θ /, / δ /, / s /, / z /, / ∫ /, / з /, / h /, / t∫ /, / dз /, / m /, / n /, / η /, / l /, / r / , / w /, / y b Vowels: + Short vowels: / i /, / e /, / æ /, / ∂ /, / Λ /, / u /, / o / + Long vowels: / i: /, / ∂: /, / a: /, / u: /, / o: / + Double vowels (dipthongs): / ei /, / /, / oi /, / au /, / o∂ /, / i∂ /, / au /, / u∂ /, / e∂ / Suprasegmental Features a Stress + Word stress: In English words with two or more syllables, there is always one syllable that is different from the rest of the syllables in length, loudness and height The syllable is louder, the voice is higher and longer than the other syllables in the 14 same word, so the syllable is stressed In other words, the stress falls on that syllable + For example: happy / ‘hæpi / stress falls to the first syllable clever / ‘klevər / stress falls to the first syllable + Sentence stress: In a sentence, stressed words are often pronounced louder and slower than the rest Sentence stress is very important, because when speaking, words that the speaker stressed as well as the way they hit the stress on the same word can completely change the meaning contained in the sentence Experience in reading comprehension test Reading comprehension exercises to test the ability to read visually with information to choose the correct option for questions about that reading There are requirements for main information (main idea), which get detailed information (details) Usually the questions require the candidate to choose the right information about the data and the data (fact and data) included in the lesson may also have more difficult questions, requiring students to understand the meaning (implied idea) or the opinion, opinion (opinion) of the author on the issue raised in the reading There are many different views on how to lesson, here are some suggestions: Quickly read a turn from start to finish The purpose of this reading is to understand the topic of the article and its outline While reading, skip the new word, not even understanding a sentence Read the questions carefully and all options A, B, C, and D, then determine where in the reading there is information to help choose the best option 15 When choosing an answer, always check step again to make sure that you have the right information for the question you are answering In order to choose the right answer plan, first of all, it should eliminate the wrong plan (data, data ) the plan has no information in the reading, the plan is only partially correct to remain The final sentence is the best It is necessary to thoroughly analyze all the options that the person has proposed, because the best answer may be only one word compared to the other options When making the best choice, you should not use your knowledge of the issues discussed (or knowledge not covered in the reading) The best option is the most accurate answer based on the information contained in the reading With the change of English exam structure, students should understand the knowledge they have learned Learn foreign languages in a "long-lasting rainstorm" every day to practice and accumulate a bit Learning foreign languages on the basis of training skills "listening - speaking - reading writing", and doing many basic to advanced exercises, mastering some communication situations from the situations of daily life as: - How to ask for directions - How to respond to a compliment to more complex situations Note: How to arrange supporting sentences in a paragraph Depending on the problem, the writer can arrange supporing words in of the following order: From the most important details to the least important From the least important details to the most important details (as opposed to way 1) According to the chronological order (what happens before the previous story, what happens after the following) According to the order of the work to be done (for example, if you are instructing others to cook, you will only follow them to follow the steps: First, remove the rice into the pot Secondly, roll the rice Third, remove the pot In the rice cooker (if cooking with a rice cooker) Fourth, plug the plug into the power outlet Thursday, turn on the cooking switch In order of space Often this order is only applied in a description of the scene / place For example, the topic requires you to describe your learning corner In this case, you can start from any position: from outside to inside, from inside to outside, from left to right, from right to left, from bottom to top, from top to bottom depending on the angle degrees that you observe to describe Finally, you can end the paragraph with an conclusioning sentence Usually the sentence is done by rewriting the topic sentence in a different form only II: CONCLUSION AND RECOMMENDATIONS 2.1.Controlresults: In the actual teaching process, I have conducted empirical research on the renewal of 11th grade English teaching methods - Standard program The 16 following results: * Experimental: I choose classes 10 C5 10 C6, 10C7, 10C10 and divided into groups: Experimental group: Grade 11B2, 11B3; Control group: grades 11B5, 111B7 Good Medium Weak Class Exellent Class size number % number % number % number % 10C5 42 15 31 16 38 11 31 0 10C6 40 10 25 13 31 17 44 0 10C7 40 23 15 44 17 33 0 10C10 38 10 30 13 36 15 34 0 After applying this innovation method for students in grades 10C5, 10C6, 10C7, 10C10 and through this experiment, I noticed in the lesson if applying the innovation of speaking method to students then I myself have achieved satisfactory results as follows: - Most students can understand lessons right in class - The children showed interest in learning, confident in speaking - Students are no longer afraid to speaking exercises - Students like to this lesson - Students have learned some skills and how to exercises - Students' speaking skills have improved - Create many situations that stimulate the students' logical thinking - Helping children improve their knowledge of culture, society and science through readings I realize that using the innovative method to teach my students is a right direction that can bring about quite effective results in the process of teaching and learning high school foreign languages in current conditions Experiences drawn during the implementation process After successfully applying this topic I myself have achieved remarkable results and valuable experiences for myself as follows: 2.1 Teachers must always create a foreign language environment during school hours and must use English as the primary language for communication Depending on grades and students, teachers can use short, simple, easy-tounderstand, easy-to-remember and easy-to-memorize English sentences in speaking with others fluently and accurately Teachers should always encourage students to use the knowledge they have learned to use in communication Teachers should integrate listening and speaking activities in the form of "playing - learning" While at home, guide the children to practice lítening newspapers or stories in English via radio, television, listening to songs in English By creating such foreign language environments, students can practice speaking skills and other communication skills well 17 2.2 Teachers need the attraction, attract students to the content of the speaking the form of activities, appropriate reading and teaching techniques for each stage of a speaking lesson 2.3 Teachers need to choose, use and coordinate flexible teaching methods and techniques in the process of teaching hours During the practice stage after listening, in addition to the textbook exercises, teachers need to provide appropriate and highly practical exercises 2.4 During listening time, give students the opportunity to develop their reading skills as well as practice it simply Set out careful activities so that students know the language and how to accomplish the task successfully assigned 2.5 Try to personalize as much personal activity as possible This makes listening and speaking practice practical and encouraging students to communicate Activities in groups and pairs must be organized scientifically Always ask why this activity must be done in pairs, in groups, if the goal is achieved 2.6 Teachers must have improved lectures to suit each student's level, enabling weak students to confidently participate in exciting classes Above all, there is not much control over the class If students are practicing and teachers ask questions, students will not have the opportunity to practice Summary: In order to implement a lesson on how to make effective speaking, teachers should note the following issues: - Context needs to be clearly introduced - Need to create opportunities for students to practice the necessary skills - For some songs with more complicated content, teachers try to apply well the steps of listening comprehension to facilitate students' ability to read and understand language - Skills need to be flexibly coordinated in the process of reading Proposals Teaching students to high school exam reading is a difficult activity in language teaching, so firstly the teacher needs to have proper awareness about the skill as well as the steps to take a lesson in the right way In order to get students to be the center, teachers must improve teaching methods and professional knowledge in many ways such as self-study in textbooks, programs on the Internet, on television, learning through colleagues, participating attend seminars and training courses The above are just some innovations that I myself have applied to teaching - 10th grade English - Basic Board That hope is just my little discussion to help colleagues in the process of listening The creative dynamism and enthusiasm of 18 teachers is very important for the success of applying this method I look forward to the attention and suggestions of the leaders and colleagues XÁC NHẬN CỦA HIỆU Thanh Hóa, ngày 20 tháng 05 năm 2020 TRƯỞNG NHÀ TRƯỜNG Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Người viết Mai Thị Thùy Hương 19 References books: “Speahing by speaking- skill for social competence” written by David.Dugas 2.” How to speak” Bristish Council How to speak Enlish well “ Nguyen Hong Anh Top 12 ESL Speaking Activities for Kids | English Speaking Activity Simple Ways to Increase Your speaking Speed | - Spreeder Superb Speaking Activities That'll Get Your ESL Students Chatting 20 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Mai Thị Thùy Hương Chức vụ đơn vị công tác: THPT Thạch Thành I TT Tên đề tài SKKN Nâng cao kết học Kết Cấp đánh đánh giá Năm học giá xếp loại xếp loại đánh giá xếp (Phòng, Sở, (A, B, loại Tỉnh ) C) Sở GD ĐT C 2010-2011 ngyên âm đơn sách giáo khoa tiếng Anh lớp 10 thơng qua sử dụng hình ảnh video The simplest method of Sở GD ĐT C 2016-2017 Sở GD ĐT C 2018-2019 teaching consonants in English textbook basic class 10 boards helps students pronounce correctly Some tips to help students be interested and well in reading exercises in General Certificate Secondary Examination 21 ... to work as private instructors mentoring Because of these reasons, I am going to write this topic: “ Organizing some speaking activities combining some related topics in English textbook 10 encourage. .. the topic" Organizing some speaking activities WHICH COMBINE some related topics in English textbook 10 encourageS students to learn speaking skill EAGERLY” 1.3 Objects of the study: The topic... right in class - The children showed interest in learning, confident in speaking - Students are no longer afraid to speaking exercises - Students like to this lesson - Students have learned some skills