Exploring speaking lessons new english textbook 10 and old english textbook 12 towards the national examination

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING LE VIET THUAT HIGH SCHOOL EXPLORING SPEAKING LESSONS -NEW ENGLISH TEXTBOOK 10TOWARDS THE NATIONAL EXAMINATION Subject: English Vinh, 2021 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING LE VIET THUAT HIGH SCHOOL EXPLORING SPEAKING LESSONS -NEW ENGLISH TEXTBOOK 10TOWARDS THE NATIONAL EXAMINATION Subject: English Researcher: Tran Thi Ha Giang Group: Literature – Foreign languages Vinh, 2021 TABLE OF CONTENT Page PART I RATIONALE OF THE STUDY Rationale of the study Aim of the study Subject of the study Scope of the study Time of the study Duty of the study Method of the study Contribution of the study Design of the study PART II CONTENT Theoretical background Practical background 3 Findings and solutions Exploring speaking lessons - New English textbook 10 - towards the national examination And the question sets of communicative situations towards the national examination in each lesson Lesson UNIT 1: FAMILY LIFE LESSON: SPEAKING Lesson UNIT 2: YOUR BODY AND YOU LESSON: SPEAKING Lesson UNIT 3: MUSIC LESSON: SPEAKING 4 Lesson UNIT 4: FOR A BETTER COMMUNITY LESSON: SPEAKING i 4 5 Lesson UNIT 5: INVENTIONS LESSON: SPEAKING Lesson UNIT 6: GENDER EQUALITY LESSON: SPEAKING Lesson UNIT 8: NEW WAYS TO LEARN LESSON: SPEAKING Lesson UNIT 9: PRESERVING THE ENVIRONMENT LESSON: SPEAKING Lesson UNIT 10: ECOTOURISM LESSON: SPEAKING Exploring speaking lessons - Old English textbook 12 - towards the national examination And the question sets of communicative situations towards the national examination in each lesson Lesson UNIT 1: HOME LIFE LESSON: SPEAKING 5.2 Lesson 10 10 11 11 UNIT 2: CULTURAL DIVERSITY LESSON: SPEAKING 13-33 … TO UNIT 14 PART III RESULTS OF RESEARCH Result and effectiveness of the study 33 PART IV CONCLUSION Conclusion 35 Effectiveness of the research 35 Limitations of the research 35 Suggestions for further study 35 REFERENCES ii PART I: RATIONALE OF THE STUDY Rationale of the study The project “Teaching and studying foreign languages in the national education system period 2008-2025” was ratified by the Ministry of Education and Training (MOET) on September 30th, 2008 with the target: “To totally improve the teaching and learning foreign languages in the national system, to deploy teaching and learning foreign languages at every level of education in order that after graduating colleges and universities students will be able to use foreign languages independently, live and learn in an integrating, multilanguage and multi-cultural environment …” However, there is a shortage of the updated curriculum and materials, so it seems difficult for the learners to turn this into reality During the process of learning foreign languages, speaking is one of the skills needed to be paid attention to; meanwhile, examinations still focus too much on written tests, especially the national examination To deploy teaching basing on learner’s capacity development and stimulating students’ interest in learning English, the researcher has chosen the topic: “Exploring speaking lessons - New English textbook 10 and Old English textbook 12 - towards the national examination” as a study with the hope of bettering the quality of teaching and learning English in Upper Secondary school currently as well as building a reference source for teachers in teaching students how to deal with communicative situations kind of test in the national examination The aims of the study This study aims at designing activities for Speaking lessons - New English textbook 10 and Old English textbook 12 - to stimulate students’ interest in speaking lessons and help students practise doing this part of the test “Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable to complete each of the following exchanges” Subject of the study: Speaking lessons in the New English text book 10 and old English text book 12 Scope of the study: Some activities of teaching speaking skill make students involve in the lessons Time of the study: Academic year: 2019-2020, 2020-2021 Duty of the study - Exploring Speaking lessons towards the National examination in view of arousing students’ activeness, positiveness and self-studying Method of the study + Observation: Observe the classes + Discussion: Discuss the lessons after class observation + Teaching: Teach some Speaking lessons in English textbooks (Old and New ones) + Testing: Test students’ ability of speaking and doing kind of test Contribution of the study The study provides some activities for further practice communicative situations in the Speaking lessons The study encourages students to participate in the speaking activity and develop their speaking skill The study is also a suggestion for teachers in supplementing their lesson plan towards the national examination Design of the study Part A: Rationale of the study: consists of the rationale, the aims, the subject, the methods and design of the study Part B: Content of the study: gives the theoretical background, practical background, findings… Part C: Conclusion: summarizes the main points which have been explored in the study PART B: CONTENT 1: THEORETICAL BACKGROUND As we all see, at the globalization age, English is an important communication tool for integrating regional and international community, getting accessed to information world of technology, science, culture, society as well as politics Therefore, the teaching and learning foreign languages in general and English in particular is highly appreciated and English is considered as the main official subject in the curriculum of the national education The methodology of teaching and learning English has had some basic changes since the learner-centred tendency was targeted Teachers are not the only ones who have knowledge and convey it to students, they are just instructors, supporters, consultants and examiners The learners are no longer passive in getting knowledge, but active and centered in learning and applying communicative situations in real life PRACTICAL BACKGROUND To achieve the results in learning English, firstly it depends on the learners’ needs, then on the learning environment However, in the school learning environment, the need of communicating in English and the environment of learning English is still limited Though knowing how important learning English is, students learn it as if they are forced to This requires teachers to be creative and flexible in conveying knowledge to the learners From the facts above, in order to help learners use English naturally through real situations in life, practise them for a test question and use them in test, teachers need to diversify lesson and activity designs so that they can help improve learners’ speaking skills as well as ensure that students have sufficient knowledge in sitting the National Examination (their final target) FINDINGS AND SOLUTIONS 3.1 FINDINGS: From the speaking tests presented in written form, the researcher sees that most of these students are not good at knowledge as well as skills It is presented in the table below: Levels Choose correct answers Class Choose some correct answers Can not the test 12A1 10/ 43 = 23.2% 13/ 43 =30.2% 20/ 43 = 46.6% 12D4 8/ 47 = 17.0% 8/ 47 = 17.0% 31/ 47 = 66% 12D5 8/ 46 = 17.3% 7/ 46 = 15.2% 31/ 46 = 67.5% 10D1 12/48 = 25% 10/48 = 21% 26/48 = 54% Some of the mistakes that students make when they the speaking tests in the written form: + Lack of vocabulary + Not being able to grasp the structures and communicative styles in the written form to the test 3.2 SOLUTIONS: Since the format of test was multiple choice questions, the researcher has designed lessons for skill lessons, especially speaking skills in the form of multiple choice questions to meet the needs of the learners and the requirements of the National Examination As a result, the pressure of lessons is reduced, students are interested in practising communicative situations and excited about choosing the correct reply in each communicative question In particular, Speaking lessons of New English Textbook 10, and Old English Textbook 12 have been redesigned as following: Exploring speaking lessons - New English textbook 10 - towards the national examination Lesson UNIT 1: FAMILY LIFE LESSON: SPEAKING A Aims: By the end of the lesson, students will be able to know how to exchange opinions about household chores B Procedure: Task: Choose the best answer for the following questions Tony and Laura are talking at Laura’s house Tom: “Do you want me to give you a hand with the washing?” Laura: “ .” A No, thanks You can say that again B No, thanks I can manage it myself C Of course, not for me D Thanks Your hands are so warm Dan: “Men’s and women’s roles in the family have become similar.” An: “ .” A Yes, please B I can’t agree with you more C That’s OK D Yes, tell me about it Lesson UNIT 2: YOUR BODY AND YOU LESSON: SPEAKING A Aims: By the end of the lesson, students will be able to use words and phrases to talk about the human body, lifestyles and healthcare and talk about how to get rid of bad habits B Procedure Task: Choose the best answer for the following questions Cathy: “I think staying up late is not good since it makes me tired the next morning.” Mary: “ .” A There’s no doubt about it B Well, that’s very surprising C Of course not You bet! D Yes, it is an absurd idea Charlotte:“I think never giving up is good because it gives you determination and courage.” Pierre: “ .” A I can’t agree with you more B Yes, let’s C I wish I could D No, never Lesson UNIT 3: MUSIC LESSON: SPEAKING A Aims: By the end of the lesson, students will be able to talk about TV shows B Procedure Task: Choose the best answer for the following questions Mike and Susan are talking about the dancing show they have just watched Mike: "What a fantastic performance! Thank you for inviting me to the musical." Susan: " _ I’m happy you enjoyed the show.” A You are welcome B Are you kidding? C Thanks That’s why I didn’t like dancing D No way Sam is asking Jimmy for permission to play the guitar in the room Sam: “ Is it all right if I play the guitar in here while you’re studying? ” Jimmy: “ ” A Well, if only you didn’t B Oh, I wish you wouldn’t C Well, actually, I’d prefer it if you didn’t D Well, I’d rather not “ ” “No, I don’t play the piano.” A What kind of music you like? B Do you play the piano? C Do you earn a lot by playing the piano? D What kind of music you like? Can you come over after the show? A That would be nice B No, I didn’t C Please, go ahead D Why don’t we go to the show? 5, Do you like rock music? A It’s not quite well B I’m very interested in them C I love it so much D That’s understandable 4 Lesson UNIT 4: FOR A BETTER COMMUNITY LESSON: SPEAKING A Aims: By the end of the lesson, students will be able to exchange opinions and talk about local community development B Procedure: Task: Choose the best answer for the following questions Ricky: “Do you support the proposal to build a new airport?” Simon: “ .” A No, not really B No, I like it UNIT 6: FUTURE JOBS LESSON: SPEAKING A Aims : By the end of the lesson, students will be able to give requests and responds B Procedure Task Use the following expressions to make the requests - V.inf ., please! - Will/ Can / Could you + V.inf …? - Would you please + V.inf …? - Would / Do you mind + V.ing…? - I wonder if you'd/ could + V.inf …? Task Decide whether these responds are agreements or disagreements - What can I for you? - I’d prefer you didn’t - Of course! - How can I help you? - I'm sorry I can’t I'm busy - Sure! - I'm sorry I don’t know how to it - No problem Agreements Task Make Disagreements - ………………………… -………………… ………… - ………………………… -………………….………… the responds to the following requests A: Can you help me to clean the board, please? B: _ A: Please lend me your pen B: _ A: Would you mind letting me borrow your book? B: _ 23 Task 4: Choose the best answer for the following the questions Tan and his friend are talking at the shop Tan: “Could you lend me some money?” Tan’s friend: “Sorry, I _to the bank yet.” A haven’t gone B haven’t been C didn’t go D am not going Some students are in the classroom Student A: “The room is too hot if I turn the fan on?” Student B: “Yes, with pleasure A Could you please B Would you like C Do you like D Do you mind A man and a lady are at the bus station Lady: “ Would you mind carrying the bag for me? It seems very heavy ” Man: “ .” A You are welcome B Yes, please C Sorry D Sure Mrs Mai is going upstairs with two heavy bags She wants Ba to help her Mrs Mai: “ _” Ba: “Yes, of course.” A You won’t help me this time C Could you give me a hand? B You’d better give me a hand D I don’t think I’ll need your help A man is talking to a woman at the airport Man: “Do you want me to help you with those suitcases?” Woman: “ _” A Of course, not for me B No, I can’t help you now C No, those aren’t mine D No, I can manage them myself Lesson UNIT 10: ENDANGERED SPECIES LESSON: SPEAKING A Aims: By the end of the lesson, students will be able to ask for permission or refuse permission B Procedure 24 Task Put the following phrases in the right column - May/ Could / Can I ? - Certainly! - Please go ahead - Do you think I could …? -I wonder if I could - Not at all - Would you mind if I + V? - Please - I'd prefer you didn't - Do you mind if I + V? - I'm sorry, but you can't - No, of course not Asking for permission Accepting Refusing Task Choose the best answer A student is talking to his teacher in the classroom Nam: “May I go out for a while?” Teacher: “ _” A Yes, you can B No, not at all C Of course not D No problem Two close friends Tom and Kate are talking about Kate’s upcoming birthday Tom: “Can I bring a friend to your birthday party?” Kate: “ .” A Don’t mention it B Let’s it then C The more the merrier D That’s right Laura wants to phone home but she forgets her phone at home She wants to borrow Tom’s mobile phone and he accepts - Laura: “Could I possibly use your mobile phone?” - Tom: “ .” A You’re welcome B Oh, by all means C My pleasure D I don’t think so Mary and Laura are at the cinema 25 Mary: "Do you mind if I sit here?" Laura: " _" A Don't mention it B My pleasure C No, not at all D Yes, why not? Ann and Tom are at work Ann: “May I take a short rest? ” Tom: “ .” A Never mind B Yes, please don’t C Not at all D Yes, please Task Work in pairs Make small dialogues on the following situations, using the expressions to ask for permission and responses to them Example: Lan: Would you mind if I use your pen? Hoa: Please go ahead You want to borrow a book from your friend You feel cold and want to close the window Your bicycle has broken down and you can’t go home Lesson UNIT 11: BOOKS LESSON: SPEAKING A Aims: By the end of the lesson, students will be able to give offers and respond to offers B Procedure Task Put the following phrases or sentences in the right column - Would you like me to…(do something)? - Would you like…(something)? - Do you want me to…(do something)? - Do you want…(something)? - Let me…(do something) - I can/ will…If you’d like - I appreciate that but I can it myself - Yes That would be great - Yes please, that would be lovely - Don’t worry I can it - Yes, if you wouldn’t mind -Thank you I’d like to - Thank you for your kindness but I can it myself Making Offers Accepting Offers Refusing Offer 26 …………………….… …………….……… ………………………… ………………….…… …………….……… ………………………… Task Choose the best answer for the following questions Mary is talking to a porter in the hotel lobby Porter: “Shall I help you with your suitcase?” Mary: “ ” A That’s very kind of you B What a pity! C I can’t agree more D Not a chance Hung is at the clothes shop Shopkeeper: “ _” Hung: “Yes Do you have any shirts?” A.Could you me a favour? B Oh, dear What a nice shirt! C May I help you? D White, please Dong is at the supermarket Shop assistant: “ _” Don: “I’m trying to find a Christmas present for my girl friend.” A What you want? B Pleased to meet you C How are you? D Good morning, can I help you ? A waiter is serving his customer at a restaurant Waiter: “Welcome to Berry's Fast Burger May I take your order?” Customer: “ ” A Can I have the cheeseburger meal with no ketchup? B Thank you I don’t like chicken soup and salad C No, you may not because I’m not hungry D Sorry Can you bring me a bottle of water? 55 Jim is at the post office Clerk: “ ?” Jim: “Yes I want to send some flowers to my wife in Italy.” A Do you like flowers B What you like C Can you help me D Can I help you 27 Task Work in pairs Make small talks, using the expressions to give offers and responses to them Example: Lan: Would you like something to drink? Hoa: That’s would be great Lesson UNIT 12: WATER SPORTS LESSON: SPEAKING A Aims : By the end of the lesson, students will be able to give and respond to congratulations B Procedure Task Practice the conversations Conversation A: Did you hear the good news? B: No, I haven't A: I got a promotion at my job B: Did you really? A: Seriously, I am so excited B: Well, congratulations A: Thank you Conversation A: Have you heard my good news? B: You haven't told me anything yet A: I got a promotion at work earlier this week B: Is that right? A: It's the truth I am really happy B: Congratulations on your promotion A: Thank you very much Task Work in pairs Make some small dialogues Model: A: Hello _ B: Hello You look very happy A: Yeah! I have passed the final exam with flying colours B: Wow! Congratulation on _! A: _ Task Choose the best answer for following questions Henry is talking to his mother Henry: “I’ve passed my driving test.” His mother: “ _.” 28 A Congratulations B That’s too bad C That’s a good idea D All right Jack is going to London to study next week Betty: ‘ ’ Jack: ‘Thanks I will write to you when I come to London.’ A Have a nice trip B God bless you! C Better luck next time! D Have a go! After finishing the duty at the office at p.m Trung: “I’m getting married next week.” Nguyen: “ ” A Sorry to hear that B Congratulations! C Well done! D Thanks, the same to you Today is Lan’s birthday Nam: “Happy birthday to you, Lan! Have a great time!” Lan: A Thank you so much B Sorry C Best wishes for you D Help me Peter meets Ann at the office Peter: “ Good morning Wish you a lucky day!” Ann: “ _” A Sorry to hear that B Congratulations! C Thanks, the same to you D Well done Helen congratulates on Jane's passing an exam Helen: “Congratulations!” Jane: “ _” A What a pity! B Thank you C You are welcome D I’m sorry 10 Lesson 10 UNIT 13: THE 22nd SEA GAMES LESSON: SPEAKING A Aims : By the end of the lesson, students will be able to give and respond to invitations 29 B Procedure Task Put the following sentences in the right column - Yes, please - That sounds lovely (interesting) - No, thanks - I'm sorry I'm afraid I can't - Yes, I'd love/like to (Thanks) - I’d love to, but I can’t - That’s very kind of you, thanks - It sounds great but I don’t think I can - That’s very kind of you, but… - Why not? I really like Agree Disagree Task - …………………………… -…………………………… Make - …………………………… -…………………………… small talks by using expressions of invitations a Example: T: You’ve passed the exam for gifted students Congratulations! Ss: Thank you very much T: Would you like to go out for dinner with me tonight? Ss: Yes, please/ I’d love to, but I can’t Task 3: Choose the best answer for the following questions Alex and Elizabeth are at a birthday party Alex: “ ” Elizabeth: “ No, thank you That’s all.” A What would you like? B It’s very kind of you to help me C Would you like anything else? D What kind of food you like? Janet and Susan meet each other in the playground Janet: "Would you like to go hiking with us?" Susan: " ." A No, I don’t like B I hate to go hiking C Yes, I’d love to, but I don’t feel well today D Yes, I’d like Peter and Ann are talking after work Peter: “ Would you like a cup of tea?” 30 Ann: “ _.” A Yes, please B Yes, I C Yes, I like D Yes I’d like Christina wants to invite her friend to come to her home Christina: “ Mike, would you like to have dinner at my home?” Mike: “ _” A Yes, I’d love to B No problem C That’s nice of you to say so D Don’t mention it Sue and James are talking about what to after work Sue: “ _” James: “Yes, I’d love to.” A Would you like to have drink after work? B Do you often go out for a drink after work? C Do you often have time for a drink after work? D Would you like coffee or orange juice after work? 11 Lesson 11 UNIT 14: THE INTERNATIONAL ORGANIZATIONS LESSON: SPEAKING A Aims: By the end of the lesson, students will be able to have practised making suggestions in different situations and know how to respond to suggestions B Procedure Task 1: Study the expressions then make some small dialogues Making suggestions - Let's + V.inf … - Why don't we + V.inf …? - Shall we + V.inf …? - How / What about + V.ing? - I think we should + V.inf 31 - I suggest that we + V.inf - It might be a good idea if we + V.inf - I think the best way of dealing with this situation would be + to V.inf… - If you ask me, I think we should/ could + V.inf - Maybe you should… Agreeing with - Yes, let's suggestions - That's a good idea - Yes, definitely - Sure, why not? - By all means - That's probably the best option Disagreeing with suggestions - No, let’s not - It's a good idea, but… - But what if……… Model 1: Nam: Hi, Nga How about having a drive to the countryside this weekend? Nga: Sorry, I can’t I have something to Nam: What a pity! Model 2: A: Hi What’s the matter with you? You don’t look very well B: I have a terrible headache A: Maybe you should take a short rest B: That's a good idea Task 2: Choose the best answer for following questions After finishing the duty at the company at p.m Anna: ‘Shall we eat out tonight?’ Jane: ‘ _’ 32 A That’s understandable B That’s a great idea C It is very kind for you to invite me D You are very welcome Andrew and Liza are talking about their plan Andrew: "Let's go to the cinema this Saturday." Liza: “ .” A Not again C It doesn't matter B It’s a good idea D Not really Jenny and Victor are colleagues but rarely meet each other and today, she would like to chat with him after work Jenny: “Hi, Victor, you think it’s possible for us to have a talk sometime today?” Victor: “I’d love to, but _” A I’ve got a pretty tight schedule today B I’m free now C is tomorrow OK? D I’m pretty scheduled today Janet and Susan are discussing what to this evening Janet: “Do you feel like going to the cinema this evening?” Susan: " .” A You’re welcome B That would be great C I feel very bored D I don't agree, I'm afraid John is helping Mary to prepare for her coming presentation John: “Don’t you need this note for your presentation?” Mary: “ .” A Thanks, I almost forgot about it B Actually, there was nobody present C No, I didn’t take notes during the speech D You can say that again Andrew and Margret are planning for their weekend Andrew: “Let’s go to Riverton this weekend.” Margaret: “Sounds like fun _ from here?” A How far is it B How far is C How far it is D It how far is 33 Ann and Mary are discussing about a difficult problem Ann: “ Why don’t we ask Helen for help? I think he is always ready.” Mary: “ .” A Yes, please B I hope so C I hope not D That is a good idea Task Work in pairs Make small dialogues on the following situations, using the expressions to make suggestions and responses to them Your friend wants to prepare his/ her birthday party at home Your friend wants to go abroad to study Your friend wants to go camping at this weekend RESULTS OF THE RESEARCH Through the practice of teaching at school, the researcher has obtained some experience in exploring Speaking lessons in the format of Multiple Choice Questions and here are some results: - The number of students contributing to the lessons increases; as a result, the lessons become more and more exciting - Students’ speaking skill improves clearly - Students’ vocabulary increases and they know how to communicate in different situations The average results of the test papers in 2019-2020 as following: Term I: (Average results of test papers) Class Total 12D1 41 12A6 37 Excellent Good (7.9%) (0 %) Border line Weak 11(29.0%) 22 (57.9%) (11.1%) 23 (63.9%) Bad (5,2 %) (0 %) (19.4%) (5.6%) Term II: (Average results of test papers) Class Total Excellent Good Border line Weak 12D1 41 (13.2%) 20 (52.6%) 13 (34.2%) (0 %) (0 %) 12A6 37 (2.8%) 13 (36.0%) 20 (55.6%) (0 %) (5.6%) Bad The average results of the test papers in 2020-2021 as following: 34 Term I: (Average results of test papers) Class Total Excellent Good Border line Weak Bad 25 (53.2%) (6,4 %) (2.1 %) 12D4 47 (10.6%) 13(27.7%) 12D5 46 (8.9%) 11 (23.8%) 23 (50%) (13.0%) (4.3%) 12A1 43 (14%) 16 (37.2%) 19 (44.2%) (4.6%) (0%) 35 PART C CONCLUSION Conclusion: To meet the requirement of teaching Foreign languages generally and English particularly, the teacher should be creative and active in designing the lessons and flexible in carrying out the lessons When so, students will be truly interested in the lessons and improve their skills Effectiveness of the research The findings of the research indicate that a significant number of students have acquired knowledge naturally and lightly The speaking lessons are no longer a burden to them, but a way of stimulating their interest in preparing knowledge for their National Examination In these speaking lessons, students are centered and the teacher is a facilitator or a guide Students themselves discuss, practice communicative situations to gain multiple skills and knowledge including language skills and other skills like group work, communication, presentation and collaboration As a result, lessons become livelier and students are more interested in the lessons and students also have opportunities to explore and discover more knowledge and have more creative opportunities to better apply knowledge to their real lives Limitations of the research Besides the objectives achieved in the current research, the limitation is: to help students be familiar with the national examination, teachers have to design communicative situations This kind of work requires teachers a good knowledge of social life and communicative manners of the native speakers, which is a difficult task for them Suggestions for further study To a teacher, being able to make students love the subject they teach is a success From loving the subject, they will study effectively The researcher hopes that this study will contribute to teaching speaking skills to help students achieve two aims at the same time: using language in a communicative way and preparing for the National Examination The researcher hopes to receive supportive comments and contributions to the source of communicative situations to better the study and build up a more sufficient reference source in the future 36 REFERENCES Borg, S (2003) “Teachers’ Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe and Do” TESOL: 36:81-109 Borg, S (2006) Teachers Cognition and Language Education: Research and Practice London: Continuum Bộ Giáo dục Đào tạo Chương trình giáo dục phổ thơng mơn Tiếng Anh thí điểm cấp trung học phổ thơng (Ban hành theo Quyết định số 5209/QĐ-BGDĐT ngày 23 tháng 11 năm 2012 Bộ trưởng Bộ Giáo dục Đào tạo), 2012 Dornyei, Z (2003) Questionnaires in second language research: Construction, administration and processing Mahvah: Lawrence Erlbaum Associates Hedge, T (2000) Teaching and learning in the communicative classroom Oxford: Oxford University Press The materials about the teaching method of project-based lessons and Tips for Effective PowerPoint Presentation on the Internet Textbooks: Tieng Anh 10, 11, 12 Old and New Textbooks 37 ... learning English, the researcher has chosen the topic: ? ?Exploring speaking lessons - New English textbook 10 and Old English textbook 12 - towards the national examination? ?? as a study with the hope... THE ENVIRONMENT LESSON: SPEAKING Lesson UNIT 10: ECOTOURISM LESSON: SPEAKING Exploring speaking lessons - Old English textbook 12 - towards the national examination And the question sets of communicative... kind of test in the national examination The aims of the study This study aims at designing activities for Speaking lessons - New English textbook 10 and Old English textbook 12 - to stimulate