Some experiencec of teaching english speaking skill for students grade 6,7 camngoc secondary school

A - INTRODUCTION I THE REASONS OF CHOOSING TOPIC: Vietnam has been currently developing and integrating with the world - a knowledge-based economy and an informative society with difficulties and challenges To have a common language with other countries in the region and the world, English plays a really important role Foreseeing the importance, English was taught at the early time Besides, many people understand that they have to use language to communicate and work This is also the reason why learning English in secondary schools is always concerned by parents, students and teachers Therefore, English has become a necessary subject at all educational levels However, learning English is a process of trying, effort Both teachers and learners must always cultivate more knowledge everyday In order to have patience during the process of learning English, teachers should evoke excitement of learning a foreign language In fact, evoking the excitement of learning English is not a simple thing but it requires creativity, mobility of teachers and rhythmic combination of learners Being an English teacher, I always research and think of solutions and the effective direction which helps them be fond of their suject and apply flexible speaking skill in life However, according to the program of changing the new English textbooks, a book whose both good content and form satisfies the topics throughout four skills: listening –speaking – reading - writing I would like to mention is speaking skill The combination of active teaching methods in speaking skill which helps lessons become more lively and students feel confident to speak English is not easy Thus, how we to apply the methods of active teaching to teaching speaking English skill which help students become confident when using English? With my small experience as well as through experience of teaching in the classroom, I explore the following issue: "Some experiences of teaching English speaking skill for students grade in typical English program at Cam Ngoc secondary school" II RESEARCH PURPOSES: By presenting this topic, I would like to share my small effort to help English teachers in secondary schools in the district to have more ideas on teaching speaking skill making lessons lively and flexible Besides, I also made a selection of methods which suit the activities in class Moreover, I would like to contribute a little of my effort to create excitement of English suject III RESEARCH SCOPE: In order to research on this issue deeply and carefully, I focused on how to apply active teaching methods in teaching and practicing English speaking skill at secondary schools However, the object of study I tended toward was students class In the process of teaching students class 7, speaking skill is not new but it is not easy to apply Therefore, practicing speaking skill will be necessary It creates a solid foundation to help students feel confident of communicating in English in schools and their life IV RESEARCH METHODS: To research this initiatives experience, I used two main groups of method: Method of theoretical research - Look at the pedagogical documents related to research problems on active teaching methods and teaching speaking skills in English subjects Method of practical research - Checking , remarking , actual observations, exchange, conversations, summarizing the experience One of the most important methods is summarizing the experience V NEW CHARACTERS OF INITIATIVES EXPERIENCE Comparing with previous experience , this one is researched on teaching speaking skill and applied to new textbook in English typical program.The content and structure researched mainly are in Communication part.Steps in teaching this skill mainly tend to teaching and learning actively The speaking skill’s activities are very various and can help students speak English fluently and confidently B - CONTENTS I RATIONALE: According to the project "Teaching and learning foreign languages in the national education system in period 2008 - 2020" approved by the Prime Minister on September 30th, 2008 The main aims of foreign language education system is to complete renovation of teaching and learning foreign language in the national education system, implement the program of new foreign language teaching and learning at all educational levels, train levels in order to achieve a significant step into qualifications by 2015, capabilities of using foreign language of human resources, especially in some priority fields ; by 2020 the majority of young people who have graduated from secondary schools, colleges and universities have the capacity of using foreign language independently.They are confident in communicating and learning, working in integration, multilanguage, multicultural environment ; make foreign language become variable strength of Vietnamese people Thus, learning English is not only reading text, understanding grammar like it ever did before but learners now represent in four skills : listening, speaking, reading, writing, and especially, speaking English proficiently, confidently will serve usefully for work and integration life So as to achieve above aims,it requires innovation in teaching and learning foreign languages in the curriculum with content, appropriate training programs to overcome the limitations and difficulties that students encounter Therefore, teaching English speaking means that teaching students: - Fluency in English to express purposes, capable of thinking and logical sequence - How to say sounds in English and use English sentence patterns - Use words, accent and intonation - Select the appropriate words and phrases in every context - Proficient, fluent use of English as possible II STATUS OF PROBLEM: Structure English textbook 7: According to the educational renovation programs and project of changing new textbooks by 2018, teachers have the opportunity to use English textbooks With topics as well as content are extremely various tied to the students’ daily life The content of the book includes 12 units and is divided into four main topics: + Topic 1: About the people: Unit 1: My hobbies, Unit :Health, Unit 3: Community Service + Topic 2: About Culture: Unit 4: Music and Arts, Unit : Vietnamese Food and drink, Unit 6: The first University in Vietnam + Topic 3: About Travel: Unit : Traffic , Unit : Films, Unit : Festivals Around the World + Topic : About society in the future : Unit 10 : Sources of Energy, Unit 11:Travelling in the future, Unit 12: An overcrowed World Interspersed among these topics is Review 1,2,3,4 helps students review the vocabulary, grammar and how to communicate in every topic In addition, each unit in English textbook 7, there are parts divided into seven periods: + Period 1: Getting Started: Helping students become familiar and excited with the topic of the lesson + Period 2: A closer look 1: Provide students the necessary vocabulary for the topic of the lesson + Period 3: A closer look 2: Provide the necessary grammar for the topic of lesson + Period 4: Communication: Create practical opportunities for students to communicate + Period : Skills1: Develop reading and speaking skills in each topic + Period 6: Skills 2: Develop listening and writing skills + Period 7: Looking Back and Project: Review the knowledge of total lesson and provide opportunities for all students to small projects in groups or pairs With new content and structure of English textbook 7, four skills : Listening - Speaking - Reading - Writing are focused, especially speaking skill is mentioned more than it was in old textbooks In parts , despite learning either grammar or vocabulary , speaking skill is used as an important complementary skill , it gives the final result of the lesson Especially, all of the parts Communication, Project and a part of Skills 1focus mainly on speaking skill Status of teaching to speak English 7: In fact, In the current teaching, the application of textbooks in teaching English had a certain number of difficulties * About teacher’s qualifications: According to the project of teaching and learning English in the national education system by 2020, English teachers must have the capacity of teaching language two levels higher than general teaching level However, the current situation is that some teachers not have enough standards to meet appropriate requirement of teaching the new textbook and they are afraid of learning to improve their expertise and follow the content of English textbooks Besides,teachers felt embarrassed in designing complementary activities and combine the activities in the book The content is relatively long compared to the time prescribed in a period Teachers had difficulty in arranging activities in a period and they didnot have much time to correct students’ speaking English and pronunciation It isnot only about the foreign language competence but also the knowledge of the unit, some teachers still felt quite new to the topic of the lesson Sometimes they have searched to get ideas about new topics Example: English 7-Unit 8- Films It is about the film in textbook, many English teachers didnot understand the information of films,so sometimes they are embarrassed to explain the content Or : English 7-Unit 11 - Travelling in the future -Communication, the topic is about transports in future, teachers had no idea to find a good solution to the traffic problem in the future * About renewing teaching methods: Besides, the traditional methods trend to spread information one way: teachers explain, students copy These methods waste teachers almost the time in class and students are modest to practice Such learning no longer suits with current trends and especially, learning a foreign language is necessary to practice constantly until fluently, turning what we understand to what they used Therefore, it requires teachers to renew active teaching methods to help students speaking English more confidently With speaking skill focused on the period like Communication, Project and a small part of periods This skill is the most difficult of four skills but is particularly important With such difficulties, if teachers make arrangement as well as combine flexible alternative activities, the students can speak more fluently and confidently Status of learning to speak English 7: In fact, teaching as well as educational programs of orienting capacity development of the current study, students are centeral and focusing on the output quality of learning is very noticeable When teaching speaking skill I conducted the following three-step procedure: Pre - speaking ,While - speaking , Post – speaking For each step, I have known the most common difficulties students encountered in the learning process a In step "Pre - Speaking": *About thematic vocabulary: This is one of the most common problems students have.Because of not enough vocabulary to use in speaking English, so they find it dificult to express ideas.How to learn vocabulary, structure traditionally by recording repeatedly words and structures with Vietnamese meaning that limit them to remember longer and make confused to find the appropriate words to the circumstances * About thematic general knowledge : With English textbooks 7, it require students to have the basic background knowledge of each topic However, there are some new topics that students not know making them confused when giving their ideas Example: English7 - Unith 10 : Sources of Enenrgy, students will find rather confused for some specialized words "carbon- footprint "or nuclear energy that also makes students reluctant to classify kinds of energy * How to choose the appropriate information with topic: After having basic background knowledge, students will express their idea However,the ideas about the topic are too broad with many different opinions and students cannot choose which idea is right for questions or speech teachers give so, it makes them afraid to speak, fear wrong and lack of idea Example: Unit 1- My hobbies - Getting Started , when students express their hobbies , they donot know to choose the typical ideas to say making the others can not guess her hobby referred to b In step "While - Speaking": Besides the difficulties in the step “ Pre-speaking”, in this part students have too many problems focusing mainly on how to work: * Presentating ideas when speaking : With the topics in English textbooks 7,in spite of being interesting, arrangement ideas is not simple.While students were speaking,they often expressed so messy that listeners could not understand what their idea and content It caused students’ speech to be incoherent, inconsistent * About Thinking of Vietnamese translation into English: The habit of thinking in Vietnamese to hear and speak English will make students inconfident to speak This is the main reason that makes them not keep up the speed of the speaker and it is very difficult for them to describe his thoughts in English smoothly, fluently * In groupwork skills: Groupwork skill is an important skill for every student in their learning process About division of groups, because students have not been practised a lot, assigning groupwork is not clear yet Excellent students work well while other students are lazy to practice Groupwork skill is not really good, students sometimes have too many ideas but they not know which choice is right Students not listen to the other members and have many arguments in groups.It takes much time to discuss.Therefore, if we solve this difficult,students will have a good groupwork skill c In step "Post - Speaking": This is the output of speaking skill but students have many difficulties in practicing speaking in class About performance, I noticed that the students were not comfortable to speak English, many students were not themselves when comunicating in English Some became bolder, others were ashame or serious Besides, when they spoke in front of class,they were often afraid of wrong grammar and that other students laughed at, so it limited speaking or they often spoke very quietly with bow hand gestures It also made express many information ineffective About contact practicality, students often have difficulty in contacting and moving the content they have learned as a tool to communicate Through the research and pointed out the difficulties students often encountered in learning English in secondary schools, it inspired me to apply the appropriate mehods to overcome the maximum difficilties and help them have good conditions to develop their speaking skill III MEASURES TO SOLVE THE PROBLEM: Foreseeing the difficulties of teachers and students as well as restrictions of facilities conditions, I have studied and applied some specific solutions in teaching English speaking in grade and has made remarkably results Depending on each lesson, teachers will have different ways to build the process of his lectures With teaching speaking skill , I usually rely on the following steps : Before speaking (Pre – Speaking ) : introduce new language: As having analyzed above difficulties, to help students with inspiration, I started lessons quickly with the simple questions to lead a comfort, confident to speak English With Pre-Speaking, I have applied the following activities: + Greeting / chatting in English + Observing a picture then asking and answering about the picture + A riddle + A language game (Crosswords, noughts and crosses, ect) + Do not drop the ball 1.1 Greeting / chatting in English: Facing with the difficulty is that not know to choose the appropriate information for students, I have used how to explore student ‘s knowledge by eliciting or brainstorming tips In addition, I contacted old lessons related to new lessons with many forms such as: Ask related questions ; give exercises they learned ;create the context or reasons related to the part " speaking " With this technique, I have performed in some lessons in English textbooks as follows: Example: English - Unit 11: Travelling in the future Communication: Before starting the lesson, I elicit students some questions closer to everyday life: + "How you go to school everyday?" + "What you see traffic problems you go to school?" Students enthusiastically answered these questions closer to everyday life making students comfortable to speak English And sometimes some students' answers were really interesting and special (Example: The students saw the problems: the rubbish is on the road and the People use the places to buy breakfast, etc.) 1.2 Observing a picture then asking and answering about the picture: As one of the important items in teaching English, pictures or illustrations are used in the "Before" and has many advantages, helping students navigate the lesson and answer some questions involved The observations helps students have a clear vision of the topic of the lesson today Example : English - Unit - Community Service - A closer look 1, I used the tonation of native speakers to teach students vocabulary then test their knowledge I let them select pitures suiting learned words (Checking vocabualary: matching the pictures with the Phrases) From such activities I have expanded for them to discuss and describe, gave the way to help characters in those situations + People in a flooded area: people are in the water → They need food and clothes + Elderly People: there are old people → They need to look after + Sick children: the children are in the hospital They need some medicines + Homeless people: The people are in the bench without a house→ Give them a place to live + Diabled people: They can’t walk or they can’t see → They need our help Example 3: Unit 9: Festival Around the World- Communication Before entering the lesson, I supplied the students with some vocabularies related to the content of the new lesson to help students have a look on the West festivals Thanksgiving TURKEY GRAVY CANEBERRY STUFFING FEAS Instead of reading, I got students to hear the tonation of native speaker, then repeat chorus ,chorally To check vocabulary ,teachers can check in several ways such as: Get students to work individually and correct their pronunciation or teachers speak Vietnamese, students repeat English or get students to play games called "make sentences by using these words"; "what and where", "ordering vocabulary" This helps students understand faster and apply the to the context better , prepare better for the coming lessons 1.3 A riddle: In teaching English to children, using games as an effective and useful measure to create fun learning environment and attract students into the lesson, contribute to improving the ability to acquire knowledge and training foreign language skills for students And I used the puzzle method (A riddle) to help students have a look on the topic they are ready to speak and give some further information Example : English 7- Unit 9: Festivals around the world- A closer look 1: I help students remind the previous lessons and consolidate their knowledge about the name of the festivals by calling students to describe the picture that they chose and offer their simple typical description + "You can see the old man in red" + "You can throw the water Into everyone What is it? " 1.4 A language game (Crosswords, noughts and crosses, ect) In teaching English to children, using games as an effective and useful measure to create fun learning environment and attract students into the lesson, contribute to improving the ability to acquire knowledge ; training foreign language skills for students and stimulate their pleasure and inspire their speaking ability Example: English 7- Unit 5: Vietnamses Food and Drink Communication: I got students to participate in games to consolidate learned vocabulary and consult to talk about food of the groups By participating noughts and crosses game in groups, It will stimulate the struggle between the groups and make them to forget shyness when speaking English bitter fragrant tasty Delicious Sour Sweet Salty Spicy terrible Eg: The lemon is too sour to use this food 1.5 Don’t drop the ball: This technique is used as a familiar game to communicate It helps students remember longer and create their speaking reflections This method is often used in Pre- Speaking When entering the class I took a little ball with me and asked a few short questions, for example: "Did you have a good weekend ? " After finishing the question, I tossed the ball toward students so that they could catch it.If the student did not answer the question, I quietly took the ball, repeated the question and did again to another child When students answered the questions, I signaled to them to toss the ball back to me If the student answer a short answer, for example, " Yes", I did not catch the ball when they came back me and let it fall off the floor and expressed dissatisfaction After a short time, I picked up the ball and asked that student: "Where did you go?" and tossed the ball back to that student I continued doing until the students answered more fully and asked again, for example: "To the movies How about you? " At that time, I expressed satisfaction and caught the ball,then tossed it toward another student for them to answer the question While speaking ( While- speaking ) : After attracting the concentration, attention of all students in the classroom, teachers give speech purposes and the instructions * The types of exercises in "speaking" skill, I have applied as follows: - Controlled Speaking (Controlled practice) + Repetition drill and Substitution drill - Free Speaking (Free practice / Production) + The list of main ideas and Hot seat - Practice groupwork skills 2.1 Controlled Speaking (Controlled practice) Students relied on situations tips (through drawings, words, given sentence structures or conversation samples) to practice speaking as required Studnts practiced in individuals/pairworks/groups under the control of the teachers (correct pronunciation, grammatical errors, given word cues ) Students call individuals or pairs to practice (talk again) speaking as required a Repetition drill (repeated exercise ): With the advantages of this exercise form, the students will get used to the stress system, rhythm and intonation of English Therefore, the meaning is expressed Besides, students can get used to the sound system of English 10 through listening - speaking Then students will get used selecting appropriate vocabulary for each question and context For example: Unit 1: My hobby - Getting Started I gave questions and answers cues, each student practiced as models Eg: A: Do you like cycling? B: No, I not / Yes, I Students practice based on a table of hobbies given phrases, it helped students shape what the speaking content was b Substitution drill: (Replaced Exercise) Substitution assignments mainly appear in "GRAMMAR PRACTICE" in some units Students practice listening – speaking as samples based on structure Therefore, we should proceed from the simplity to the complexity so that students can practice easily and deepen the knowledge of learned language In addition, I also used more pictures and photos in order to develop the use of this method For example, English 7- Unit 5: Vietnamese Food and Drink - A closer look Students have been learning the structure “ How much and How many “ then I gave them assignments when they had understood the usage and I got students to make questions based on cues 2.2 Free Speaking (Free practice / Production): a.Speaking outline of each lesson (The list of main ideas) When speaking about the students’ own experience, their friends, relatives or hometown Teachers should not restrict their ideas and language and should get them to speak freely to promote their creativity We should combine frequent use between pairswork and groupswork so that they have 11 more opportunities to use English.We also should encourage them relate to the real situation in their own lives Example 1: English 7- Unit : Health- Skills I got students to make main ideas when talking about sport habits and calorie consumption I asked students to write basic ideas as follows: + What activities you + How long you them everyday + How many calories you use to these activities After students made outline, I asked them to work in group of or and practice speaking topic Students listen and comment on their partners’ speech b Hot seat : I guided students to work in groups and in turn students would sit on the hot seat position.Their task was to talk about the ideas of the topic I gave.Then they moved to other groups to share their group's ideas Example: English 7- Unit 8: Films- Skills 1: I got students to work in groups to choose the movie the group liked best and build information for outline they and I had designed Students would base on the outline : types of film, actors / stars, the plot, review, and prepare information to share Then I guided students to move to other groups to receive different information and listen to the share of the group Besides, students would listen and note the information they heard and understood from other groups.Finally, I would get the students to choose which group has the best film Student ‘s note samples 2.3 Practice groupwork skills : In order to solve the problem of groupwork skills, I did as follows : Students would practice speaking in pairs and in groups I arranged in pairs or in groups with all excellent,good, average, weak levels so that they could exchange knowledge with each other I set out a monitor to assign its members to work obviously 12 Example: English 7- Unit 6: The first University in VietNamCommunication I got students to work groups of or and learn about the worshiped statues at the Temple of Literature After dividing each group a statue of famous man, I asked them to list of specific step,content and time so that each members could study before learning the next lesson, according to the ideas as follows: + Time of his Life + The success of his life + The special activities in his work Besides, I asked members in groups to present and the whole group evaluated themselves After speaking ( Post – speaking) : When the speaking time finisshes, teachers ask students to give results of their pairs, groups tested and evaluated by the whole class and teachers.I often used some activities such as: Discussions, Picture Describing , Interviews, Reporting, Dramma Technique 3.1 Discussions: In teaching, I often use this method to make students excited and concentrate on speaking When discussing they will forget the embarrassment and focus on protecting their ideas Therefore,they will speak English in a natural way, which bring the highest efficiency Example 1: English - Unit : Health - Communication - EX1: I divided the group and asked them to argue with each other about the clause in the textbook However, because of incompetitive topic in exercise I added some new topics such as: + If you want a good health, you must play sport? With this topic, they passionately argued : a group agreed but other groups claimed that there were many other activities, not only sports brought health 13 Or Example 2: English - Unit : Music and Arts - Communication: I gave the discussion topics: + Do you think music and arts should be compulsory subjects at school in Vietnam? Why or why not? Group agreed and other groups disagreed AGREE DISAGREE - Help Students relax after the difficult - Put some pressure on students lessons to learn these subjects - Earn money - Be difficult to learn these - Communicate with the friends in the world subjects 3.2 Picture describing: One of the difficulties students have in speaking is that they donnot find the topics, content or ideas to talk To solve this problem I got students to draw pictures involving lessons and describe them For example, English 7- Unit 11 :Travelling in the futureCommunication, I got students to express their ideas of transportation in the future to solve the current traffic problem based on the outline provided From that, they developed their ideas and presented by quick, simple drawing expressing groups’ ideas A bullet train A heart leaf teleporter car 3.3 Interviews: Students can work in pairs and interview sharing issues related to the lesson topic Sharing the information they have known with their partners helps them expand knowledge of the topic 14 Example: English - Unit 9: Festivals around the worldCommunication I asked students to work in pairs and find out information of two festivals: Thanksgiving and Harvest Festival in the two countries 3.4 Reporting: After the students have done the survey or questions,they can give a general speaking content and results Example: English - Unit 10 : Sources of energy – Communication I guided students to answer the survey "How big is your carbon footprint?” Then they worked in pairs comfortably When having the results, they compared with the ones in the textbook When students were embarrassed I helped them make main ideas of the report: + The partner's total points + What activities to save the environment + What things to in the future + The Reason to After giving main ideas of the report, I made the sample once so that students could understand how to Then they listened and made reports as sample By applying these measures, the difficulties in learning and teaching English speaking have made increasingly changes 3.5 Dramma Technique: Another way helping students be better at either vocabulary or spirits is acting drama method Dramma makes their mind remember deeply by simultaneous activities of the senses 15 In order to implement this approach, I usually asked them to prepare a play of the topic of the next lesson As follows: Example: English - Unit 8: Films I divided the class into small groups of - pupils Then they summarized a brief content of a film that they liked in a short script In this section, they could play role, write short dialogues for each character For example, in my class, they chose a film “Descendants of the Sun” Through this process teachers should help them finish the script and style When finishing the script, they learned by heart the dialogue under teachers’ monitoring In this stage, I asked them to speak and combine with body languages, gestures Then groups in turns acted their script in class They would be estimated by teacher and other groups Thanks to applying the dramma method my students develop speaking skills and they are very confident, natural 3.6 The methods after school Studying at home and after school are very important to speak English because it is time for them to review and understand deely the lectures in class Therefore,I introduced them to use computer software If they had some problems, I would help them support and answer their questions.Besides, My school sometimes held some contests such as “ Ring Gold Bell”, contests for “Youth Pioneer establishment ‘s day” IV APPLICATION IN PARTICULAR LESSON: UNIT 8: FILMS Period 65: LESSON 3: COMMUNICATION I Overview: Objectives: 16 By the end of the lesson, students will be able to communicate about favorite actors / actresses, films, cartoons Therefore, their language ability and skills will be improved 2.Language Focus: - Vocabulary: survey, go ahead, violence, Violent - Grammar: the simple present, present prefect II Resources: - Materials: Ss’ books, text books, recording III Procedure: STEPS Warm up (5'): LEARNING ACTIVITIES CONTENTS MODES - Ss play the game Kim’s game: Teamwork “Titanic”, Jdirector ames - Before Ss open their Cameron starring books, Ss answer what Leonardo DiCaprio and kind of films they like Kate Winslet, sainking on to see, who their its maiden voyage… favorite actors/ actresses are I used the technique A language game to create excitement when starting the lesson Extra Aim: to get to know some vocabulary used in the recording and for vocabulary communication (5') - Ss answer teacher’s I Extra vocabulary Individuals questions - survey /ˈsɜː.veɪ/ (n): (an Whole class - Ss listen and repeat in examination of opinions, chorus and then behaviour, etc., made by individually asking people questions) - Ss say the meaning - (to) go ahead: and stress - violence (n)→violent / - Ss write down on their ˈvaɪə.l ə nt/ (adj): notebooks Checking: Make the sentences by using these words I provided some vocabulary related to the topic and got students to make sentences with contextual words Listening Aim: to listen to a model conversation about the best actors and (8’) actresses - Ss look at the pictures II Listen to the Whole class & read the conservation conversation & fill in the Individuals & guess what the blanks with the words Pairs missing words from the you hear blanks may be Key: 17 Communic ation (10’) Communic ation (5’) Communic ation (8’) - Ss listen and check Survey their guesses Ss listen Actor to the recording again to Tom Cruise check the answers Actress - Ss focus on the Angelina Jolie questions in the * Tape script : ( in tape) conversation to prepare the next part I provided some necessary information or form template for students to explore the speaking content outline Aim: To communicate about their favorite actors,the best films, action films and cartoons - Ss read the questions (While speaking) Groups in the table carefully Work in groups of four and note their answers or five Each student - Ss share their answers chooses one of the in pairs to find out what following sets of survey they have in common questions with their partners Ex: Survey on favorite - Ss take the survey actors: with their group & then Who you think is the fill the table (in the best actor worksheets) - I think the best one is Jack Dawson I used Interview tips, help students feel comfortable to communicate and express their opinions Aim: to summarize the information - Ss summarize the Make notes of their Whole class information by taking results notes Example: - Ss practice reporting - Most people like to watch individually and follow cartoons main ideas - About half of the people have recently watched the film “Pan” - Almost noone thinks it is ok for children to see violence on TV Before getting students to report the results, I guided students how to present the content of the report Aim: To report their results - Ss report the results of (Post speaking) the survey as the notes Report your results to 18 of part before the the class whole class Example: Other Ss give Most people like to watch comments and take cartoons… notes teacher’s feedback Students practiced in given samples Outcome Aim: Ss consolidate the main point of the lesson and know how to and self-study at home as well as prepare for the next lesson homework - students recall and Remember: how to ask - Whole class (4’) consolidate the lesson and answer about favorite actors, the best films, action films and cartoons - students write down in Make some sentences - Individuals their notebooks with some words - write the report in their notebook again - Prepare: Skills 1: your favourite film - Take the room in Skype to another survey about “ Tom Hank” at p.m In students’extra practice part at home,I asked them write down what they had reported then I checked their results at the beginning of the following day The worksheet for the student Period 65: LESSON 3: COMMUNICATION A SURVEY ABOUT … favorite action Name best films cartoons actors/actresses films 1 1 2 2 V RESULTS Before applying these methods, students grade I was teaching were fraid to communicate and express their opinions in English.The rate of poor students is rather much Through the process of applying new methods in teaching speaking skills for grade at Cam Ngoc secondary school, I found my students have increasingly changed in speking English They are initiative to talk and communicate with their classmates and me in English As a result ,In first semester ( 2016 - 2017 ), class 7A from the fifth position has risen to the fourth; class 7B from the sixth position has risen to the fifth 19 Class 7A 7B Numbers 30 30 Excellent SL 21 26 % 64 86 Good SL Average % 26 14 SL Poor % 10 SL 0 % 0 C - CONCLUSION Experience lesson Through researching this methods, I clearly found that teachers should always actively explore new methods suiting each student and class However, they need use the old methods skillfully to provide the highest efficiency These experiences have shown through practicing and testing and brings real results However, due to short time and few materials, I have had limitation.I am looking forward to the feedback from teachers and colleagues in the district so that my small experieces are more perfect and effective Recommendations 2.1 For teachers: Teachers should be active, creative and continuously improve their qualifications and teaching skills They should regularly update the new methods to improve the quality of English teaching 2.2 For schools: They should organize extracurricular activities, take the best facilities and advantageous environment for teachers and students to improve maximal effectiveness of teaching and learning English They also ought to prepare the best facilities such as English learning rooms, Internet net, English textbook / reference books to support teaching and learning English 2.3 For district education department They had better constantly organize learning days, education workshops so as to improve English teachers’ qualifications and teaching skills in the district It would be better to establish English clubs and English speaking contests so that all students at every ages can attend and speak English fluently Special thanks! 20 Certificate THE HEAD OF THE OFFICE Cam Thuy, 0n 18th March, 2017 Finally, I swear this is my experience event, I not copy other people's content Written by Tong Thi San 21 REFERENCES English language Teaching Methodology - the Ministry of Education in 2003 Strategies for Developing Speaking Skills, NCLRC, 2015 Using Creative Strategies to Promote Student's Speaking Skills, Mona Khamels, 2007 English 6, Ministry of Education and Training, 2014 English 7, Ministry of Education and Training, 2014 22 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: Tống Thị San Chức vụ : Giáo viên Đơn vị công tác: Trường THCS Cẩm Ngọc – Cẩm Thủy –Thanh Hóa Cấp đánh TT Tên đề tài SKKN giá xếp loại (Phòng, Sở, Tỉnh ) Developing speaking PGD & ĐT English skill for grade students through pronunciation practice in Cam Ngoc secondary school Kết đánh giá xếp loại (A, B, C) Giải B Năm học đánh giá xếp loại 2013-2014 23 MỤC LỤC A - INTRODUCTION I THE REASONS OF CHOOSING TOPIC: II RESEARCH PURPOSES: III RESEARCH SCOPE: IV RESEARCH METHODS: Method of theoretical research 2 Method of practical research V NEW CHARACTERS OF INITIATIVES EXPERIENCE B - CONTENTS I RATIONALE: II STATUS OF PROBLEM: Structure English textbook 7: Status of teaching to speak English 7: Status of learning to speak English 7: III MEASURES TO SOLVE THE PROBLEM: Before speaking (Pre – Speaking ) : introduce new language: While speaking ( While- speaking ) : 10 After speaking ( Post – speaking) : 13 IV APPLICATION IN PARTICULAR LESSON: 16 V RESULTS 19 C - CONCLUSION 19 Experience lesson 19 Recommendations 20 24 ... result of the lesson Especially, all of the parts Communication, Project and a part of Skills 1focus mainly on speaking skill Status of teaching to speak English 7: In fact, In the current teaching, ... limitations and difficulties that students encounter Therefore, teaching English speaking means that teaching students: - Fluency in English to express purposes, capable of thinking and logical sequence.. .students class In the process of teaching students class 7, speaking skill is not new but it is not easy to apply Therefore, practicing speaking skill will be necessary