Some experiences of teaching english speaking skills for students grade 7 at secondary school (một số kinh nghiệm dạy kỹ năng nói tiếng anh cho học sinh lớp 7 ở trường trung học cơ sở)

APPENDIX TT SECTION PAGE Appendix INTRODUCTION 1.1 The reason for choosing topic: 1.2 Research purposes: 1.3 Research subjects 1.4 Research methods CONTENT 2.1 Basis for argument 2.2 The reality of the problem 10 2.2.1 Structure of English textbooks 11 2.2.2 The current situation of teachers and students 12 2.2.3 Status of learning to speak English 13 2.3 The solutions used to solve the problem 14 2.3.1 Before speaking 15 2.3.2 While saying 12 16 2.3.3 After speaking (Speech) 14 17 2.4 Result 18 18 CONCLUSION 19 INTRODUCTION 1.1 The reason for choosing topic: In the current period of national renewal, human resources play a very important role Therefore, improving the quality of comprehensive education, training people to develop physically, intellectually, application capacity and creativity is an urgent issue of education The innovation of teaching methods towards positive activities of learners is the task and responsibility of the whole industry, of each school and of each teacher With that requirement, English subject in the period of integration and development, boom period of information technology, it plays a very important role, has it as a jewelry item, but in reality it is not it is indispensable in daily life, study and work We realize that, in the pilot English program, we must use language to communicate and work regularly This is also the reason why learning English at all levels is always interested by parents, students and teachers However, learning English is an effortful process, the efforts of both teachers and learners must always improve their knowledge every day To have patience in learning English, teachers should arouse interest in learning a foreign language, it requires creativity, mobility of teachers and rhythmic combination of learners As an English teacher, I always research and think of effective solutions and directions to help students gain confidence and apply flexible speaking skills in the classroom However, according to the program to change the new English textbook, a book has both good content and form that satisfies topics across four skills: Listening - speaking - reading - writing, each skill contributes important part However, I find that speaking skills play a necessary role to make the lesson more lively and students feel more confident Although most teachers know that, there is still no way to improve English speaking efficiency in the lessons Students themselves are also very shy to speak and not confident This leads to a very limited and ineffective English speaking performance in class So, how we apply positive teaching methods to teaching English speaking skills to help students confidently use English? With many years of teaching experience, I have gained some experience to improve my English speaking skills, which I think is effective So I boldly bring up the topic: "Some experiences of teaching English speaking skills for students grade at Secondary School" 1.2 Research purposes: By presenting this topic, I would like to share my little effort to help English teachers at the district's high schools get ideas about teaching speaking skills that make lessons come alive and flexible Besides, I also want to give some methods suitable for activities in class Furthermore, I would like to contribute a bit of my effort to create the excitement of the English event 1.3 Research subjects The topic is applicable to students in grade and teachers of English at secondary school level 1.4 Research Methods - Method of summarizing through work experience and teaching - Research, gather experiences Thereby synthesizing assessment of the level of awareness as well as the ability of students to absorb lessons - View pedagogical materials related to research issues on active teaching methodology and teaching speaking skills in English subjects - Find out relevant information in teacher books, in books and articles and on the Internet - Research based on observation method: attending class time of colleagues - Investigate, compare, analyze, synthesize - Experimental method: Instructing colleagues to attend the hour, then exchange and learn from experience CONTENT 2.1 Basis for argument According to the project "Teaching and learning foreign languages in the national education system in the period 2017 - 2025" signed by the Deputy Prime Minister on behalf of the Prime Minister, the Decision No 2080 QD / TTg approved, adjusted and supplemented December 22, 2017 The main purpose of the foreign language education system is to complete the innovation of foreign language teaching and learning in the national education system Implement new language teaching and learning programs at all levels of education, training levels, capacity building, foreign language use, meeting needs and working Strengthening the capacity and competitiveness of resources in the integration period, contributing to building and developing the country, creating a foreign language foundation for universalization by 2025, the majority of young people will graduate from lower secondary schools , colleges and universities have the ability to use foreign languages independently They are confident in communication and learning, working in integration, multilanguage, multicultural environment; making foreign languages a changing strength of Vietnamese people Therefore, learning English not only reads text and understands grammar as before, but modern learners must master four skills: Listening - Speaking Reading - Writing and especially speaking English fluently, confidently will useful service for work and life in harmony Therefore, to achieve the above goal, it requires innovation in teaching and learning foreign languages in the curriculum With the content, the training program is suitable to overcome the limitations and difficulties that students face Therefore, teaching to speak English means teaching students to: - Proficient in English to express goals, capable of thinking in logical order - How to speak sound in English and use English sentence patterns - Use words, stress and intonation - Choose the right words and phrases in all contexts - Use fluent and fluent in English as possible 2.2 The reality of the problem 2.2.1 Structure of English textbooks With very different topics as well as contents attached to the daily life of students The book's content consists of 12 units and is divided into four main topics: + Topic 1: About people: Lesson 1: My hobbies, Lesson 2: Health, Lesson 3: Community services + Topic 2: Culture: Lesson 4: Music and art, lesson 5: Vietnamese food and beverages, Lesson 6: The first university in Vietnam + Topic 3: Travel: Lesson 7: Traffic, Lesson 8: Movie, Lesson 9: Festivals around the world + Topic 4: About the future society: Lesson 10: Energy sources, Lesson 11: Travel in the future, Lesson 12: A world too crowded Alternating among these topics is the 1,2,3,4 assessment that helps students review vocabulary, grammar and communication in all topics In addition, each lesson in English textbook has sections divided into seven periods: + Period 1: Beginning: Helping students get acquainted and excited with the topic of the lesson + Period 2: Look more closely 1: Provide students with necessary vocabulary for the topic of the lesson + Period 3: Look more closely 2: Provide necessary grammar for the topic of the lesson + Period 4: Communication: Create practical opportunities for students to communicate + Period 5: Skills 1: Develop reading and speaking skills in each topic + Period 6: Skill 2: Developing listening and writing skills + Period 7: Review and Project: Review knowledge of total lessons and provide opportunities for all students to undertake small group or pair projects With the new content and structure of the English textbook 7, four skills: Listening - Speaking - Reading - Writing are focused, especially speaking skills are mentioned more often than the old textbook In the parts, although learning grammar or vocabulary, speaking is used as an important complementary skill, it delivers the end result of the lesson In particular, all Communication, Projects and a part of Skills focus primarily on speaking skills 2.2.2 The current situation of teachers and students a For teachers The pilot scale of the new English program has been taught in most schools, and defining communication as a "destination" in education is practical, but also poses many challenges, especially for teachers Students - the boatmen bring students to the knowledge base Under the project to teach and learn English in the national education system in 2020, English teachers must have two levels of language teaching capacity compared to the general teaching level However, the current situation is that some teachers not have the qualifications to meet the appropriate requirement in teaching new textbooks In addition, teachers feel shy about designing complementary activities and incorporating activities in the book The content is relatively long compared to the allotted time Teachers have difficulty arranging activities over a period of time and they not have a lot of time to correct errors for English speaking and pronunciation students Lessons are also a factor to be considered In fact, the survey shows that teachers have not focused on organizing active learning activities to practice speaking skills for students Instead, many activities focus on grammar explanation and homework Not only talking about foreign language ability but also knowledge of the lesson, some teachers still feel quite new to the topic of the lesson Example: English - Unit - Movie It is about the film in the textbook, many English teachers not understand the information of the films, so sometimes they feel not confident when explaining the content Or: English 7- Lesson 11 - Future travel - Communication, the topic is about future transport, teacher has no idea to find a good solution to future traffic problem Regarding materials for teaching, apart from only textbooks and pilot teachers' books, almost the teacher will not find any other documents The poverty of materials is the reason why teachers have to work harder when compiling lesson plans, less active in additional review materials for students Besides, traditional methods tend to spread information one way: teachers explain, students copy These methods waste teachers almost any time in class and students have the humility to practice Such learning is no longer in line with the current trend and in particular learning a foreign language is necessary for continuous practice until proficiency, turning what we understand into what they use Therefore, it requires teachers to innovate active teaching methods to help students speak English more confidently With stage-focused speaking, such as communication, this is the most difficult of the four but particularly important With such difficulties, if teachers flexibly arrange and incorporate alternative activities, students can speak more fluently and confidently b With students Students in terms of learning conditions are still lacking a lot, with economic difficulties, and inadequate materials for learning Sometimes there are children who still have to live with grandparents or cousins because their parents work away from home So very little interest in their studies Most of their communication is from ethnic minorities, shy and difficult, so it also partly affects their learning process 2.2.3 Status of learning to speak English 7: In fact, the teaching as well as the capacity development - oriented educational programs of current research, the student - centric and focus on the quality of the output of learning is remarkable When teaching speaking I have followed the three - tep process: Speak first, while speaking, after speaking a In step "Say Before" * About vocabulary by topic This is one of the most common problems students face Because there is not enough vocabulary to use English, so they find it difficult to express ideas for longer and make it confusing to find words that are appropriate for the situation * About general knowledge by topic With English textbook, it requires students to have basic knowledge of each topic However, there are some new topics students are unaware of that confuses them when they come up with their ideas Example: English - Unith 10: Source of Enenrgy, with some specialized words "carbon footprint" or nuclear energy also makes students not want to classify energy types * How to choose information suitable for the topic Once students have basic background knowledge, students will express their ideas However, this topic is too broad with many different opinions, students cannot choose the right idea for the question or the speaking teacher gives, which makes them afraid of speaking, afraid of wrong and lack of ideas Example: Lesson 1- My hobbies - Getting Started, when students express their interests, they don't know how to choose typical ideas to talk about, making it impossible for others to guess her interests counter b In step "While - Speak": Besides the difficulties in speaking before speaking, in this section, students have too many problems focusing mainly on how to work: * Present ideas when saying: With the topics in English textbook, although interesting, the arrangement ideas are not that simple When students speak, they often appear so messy that the listener cannot understand their ideas and content, which causes students to speak incoherently and inconsistently * About Thinking of Vietnamese translation into English The habit of thinking in Vietnamese to listen and speak English will make students inconvenient when speaking This is the main reason why they not keep up with the speed of the speaker and it is difficult for them to describe their thoughts in fluent English * In groupwork skills This is an important skill for every student in the learning process Regarding the division of groups, because students have not practiced much, the group assignment is not clear Great students well while others are lazy to practice Teamwork skills are not really good, sometimes students have too many ideas but they don't know which option is right Students not listen to other members and have a lot of group discussions It takes a long time to discuss So if we solve this problem, students will have a good teamwork skill c In step "Post - Speaking" This is the output of speaking, but students have many difficulties in speaking In terms of performance, I find that the students are not comfortable speaking English, many students are not themselves when communicating in English Some become more daring, others are ashame or serious Besides, when they speak in front of class, they are often afraid of the wrong grammar and the other students laugh at them, so they refrain from speaking or they often speak very quietly with a bow gesture It also renders a lot of information ineffective In terms of contact practice, students often have difficulty in contacting and moving the content they have learned as a tool for communication Through research and pointing out the difficulties that students often face when learning English in high school, it has inspired me to apply the right methods to overcome the maximum difference and help them have something good conditions to develop speaking skills 2.3 The solutions used to solve the problem Realizing the difficulties of teachers and students as well as the limitations of facilities, I have researched and applied a number of specific solutions in teaching English speaking in grade and achieved it the results are clear Depending on each lesson, teachers will have different ways to build their teaching process With teaching skills, I usually rely on the following steps: 2.3.1 Before speaking( Pre – speaking) a Introducing new languages: As I have analyzed the above difficulties, to help students get inspired, I started lessons quickly with simple questions to have a comfortable, confident speaking English With the aforementioned, I have applied the following operations: + Greetings / chat in English + Observe a picture and then ask and answer about the picture + A puzzle + A language game (Crosswords, noughts and cross, ect) + Do not drop the ball b Greetings / chat in English: Faced with the difficulty of not knowing the right information for students, I used a way of exploring students' knowledge by provoking or brainstorming In addition, I have linked with old lessons related to new lessons in many forms such as: Asking related questions; provide exercises they have learned, provide context or reason with regard to the "speaking" section With this technique, I have done some lessons in English textbook as follows: Example: English - Lesson 11: Future travel - Communication: Before starting the lesson, I suggest to students some questions that are closer to everyday life: + "How you go to school every day ?" + "What you see the traffic problem when going to school ?" Students enthusiastically answering these questions are closer to everyday life, making them comfortable speaking English And sometimes the answers from some students are really interesting and special (Example: Students saw problems: trash lying on the street and people used the places to buy breakfast, etc) c Observing a picture then asking and answering about the picture As one of the key items in teaching English, pictures or illustrations are used in "Before" and have many advantages, helping students navigate lessons and answer some related questions Observations help students have a clear vision of the topic of today's lesson Example: English - Lesson - Community Service – A closer 1, I used native speakers to teach vocabulary and then tested their knowledge I allow them to choose things that match the words learned (Word check: match pictures with Phrases) From such activities I have extended them to discuss and describe and give ways to help characters in those situations + People in the flooded area: People in the water → They need food and clothes + Elderly: There are old people → They need care + Sick children: The children are in the hospital They need some medicine + Homeless people: People on the bench have no home → Give them a place to live + People with a disorder: They can walk or they can see → They need our help Example 3: Lesson 9: Festivals around the world- Communication 2.3.2 While - Speaking After attracting the attention of all students in the class, the teacher sets out speaking and instructional intent * The types of exercises in the "speaking" skill, I have applied the following: Controlled Speaking (Controlled Practice) + Repeat drilling and replacement drilling Free Speaking (Free Practice / Production) + List of main points and hot seats - Practice teamwork skills a Controlled Speaking (Controlled Practicing) Students rely on situational tips (through pictures, words, given sentence structures or conversation patterns) to practice speaking as required Practical studies in individuals / pairs / groups under teacher control (correct pronunciation, grammatical errors, given word signals ) Students call individuals or pairs to practice (repeat) speaking as required * Repetition drill (repeated exercise ) With the advantages of this exercise, students will get used to the stress, rhythm, and intonation system of English Therefore, the meaning is shown Besides, students can get acquainted with the English sound system through listening speaking Then, students will be used to choose suitable vocabulary for each question and context Example: Lesson 1: My Hobby - Getting Started I gave the questions and answers, each student practicing as a model Ex: A: Do you like cycling? B: No, I don't / Yes, I Students practice based on a list of interests given phrases that help students shape what they are saying Ex: In three – five minutes, aks many classmates as you can about which hobby from they like Use the question “ Do you like… ?” S1: Do you like gardening ? S2: No, I don’t * Substitution drill: (Replaced Exercise) Alternate quests appear primarily in "PRACTICE GRAMMAR" in some units Students practice listening - speaking as a model based on structure Therefore, we should proceed from the simple to the complex so that students can practice easily and deepen their knowledge of the language they have learned 12 In addition, I also used many images and images to develop use of this method Example: English 7- Lesson 5: Vietnamese food and drink - A closer look Students learned the structure How many and how many words after that I gave them homework when they understood how to use it and I made students ask questions based on signals Ex: Work in pairs: Use the suggested words make questions with How much/ How many then interview your partner Rice / eat / for / dinner ? Water / drink / every day ? … b Free Speaking (Free practice / Production) * Speaking outline of each lesson (The list of main ideas) When it comes to the students' experiences, their friends, relatives or hometowns Teachers should not limit their ideas and their language and should let them speak freely in order to maximize their creativity We should combine regular use between couples and groups so that they have more opportunities to use English We should also encourage them to relate to real life situations Example 1: English 7- Lesson 2: Health-Skills I have students main points when talking about sports habits and calorie consumption I ask students to write the following basic ideas: + What activities you ? + How often you them daily ? + How many calories you use to perform these activities ? After the students sketched, I asked them to work in groups of or and practice speaking Students listen and comment on their Partner Speech * Hot seats: I instructed students to work in groups and students in turn would sit in the hot seat position Their job was to talk about the ideas of the topic I came up with They then turn to other groups to share their group's ideas Example: English 7- Lesson 8: Films - Skill 1: I had students work in groups to choose the movie they liked best and build information to outline them and I designed Students will base on the outline: types of movies, actors / stars, storylines, reviews, and prepare information to share Then, I instruct the students to move to other groups to receive different information and listen to what the group shares 13 In addition, students will listen to and note information they have heard and understood from other groups Finally, I will get students to choose which group has the best film and write their attention patterns on the board c Practice groupwork skills To solve the problem of teamwork skills, I did the following: Students will practice speaking in pairs and groups I arrange in pairs or groups with all the levels of excellence, good, medium, weak so they can exchange knowledge with each other I set up a screen to explicitly assign its members Example: English 7- Lesson 6: The first university in Vietnam - Communication I have students work in groups of or and learn about the statues worshiped at the Temple of Literature After giving each group a statue of the famous man, I asked them to list specific steps, content, and time each member could learn before taking the next lesson, following ideas, as follows: +Time of his life + Success of my life + Special activities in their work Besides, I ask the group members to present and the whole group does a selfassessment 2.3.3 After speaking (Post - Speaking) At the end of the speaking time, teacher asks students to come up with the results of pairs and groups that are checked and evaluated by the whole class and the teacher I usually use some activities like: Discussion, Image Description, Interview, Reporting, Dramma Technique a Discuss: In teaching, I often use this method to get students excited and focused on speaking When they discuss, they will forget the confusion and focus on defending their ideas Therefore, they will speak English naturally, with the highest efficiency Example 1: English - Lesson 2: Health - Communication EX1: I divided into groups and asked them to argue with each other about the text in the textbook 14 HEALTH FACTS OR MYTHS T F People who smile more are happier and they live longer Sleeping at the weekend helps you recover from a busy week Eat more fresh fish, like sushi, and you will be healthier … However, because of the imperfect topic in exercise I have added some new topics like: + If you want to have good health, you have to play sport? On this topic, they argued vigorously: one group agreed, but the others claimed that there were many other activities, not just health for sport Example 2: English - Lesson 4: Music and Arts – Communication I have given the following discussion topics: + Do you think music and art should be compulsory subjects in school in Vietnam ? Why should or why not? Group agrees and other groups disagree Students discuss in groups Agree - Helping students difficult lessons Disagree relax after - Put pressure on students to learn these subjects - Make money - Difficult to learn these subjects - Communicate with friends around the world b Picture describing One of the difficulties students face when speaking is that they cannot find the topic, content, or idea to talk about To solve this problem, I have students draw pictures related to the lesson and describe them 15 For example, English 7- Lesson 11: Traveling in the futureCommunicating, I had students express their ideas about future traffic to solve their current traffic problem based on a provided outline From there, they developed their ideas and presented by drawing quickly, simply representing groups of ideas A speedboat A car moves the heart c Interviews Students can work in pairs and share interviews on issues related to the lesson topic Sharing the information they already know with their partners helps them broaden their knowledge on the topic Example: English - Lesson 9: Festivals around the world - Communication I ask students to work in pairs and find out information about two festivals: Thanksgiving and Harvest Festival in two countries d Reporting After students have done a survey or question, they can come up with a content and results in general Example: English - Lesson 10: Sources of energy - Communication I instructed the students to answer the survey, "How big is your carbon footprint? Then they work in pairs comfortably When they get the results, they compare it to the people in the textbook When students were confused, I helped them come up with key ideas about the report: 16 + The partner's total points + What activities to save the environment + What things to in the future + The Reason to After giving the main idea of the report, I modeled it once so that the students could understand how Then, they listen and make reports like samples By applying these measures, the difficulties in learning and teaching to speak English have changed more and more e Dramma Technique: Another way to help students improve vocabulary or spirit is through drama acting Dramma made their minds deeply memorized by the simultaneous activities of their senses To this, I often ask them to prepare a play on the subject of the next lesson As follows: Example: English - Lesson 8: Films I divide the class into small groups of 4-6 students They then summarized a brief plot of a movie they liked in a short script In this part, they can play a role, writing short conversations for each character For example, in my class they chose a movie Descendants of the Sun Through this process, teachers will help them complete the script and style When they finished the script, they memorized the conversation under the teacher's supervision During this stage, I ask them to speak and incorporate body language and gestures The groups then took turns taking turns to act on their scripts in the classroom They will be estimated by teachers and other groups 17 Using the Dramma method, my students develop speaking skills and they are confident and natural f The methods after school Learning at home and after school is very important to speaking English as it is time for them to review and understand classroom lectures Hence, I recommend them to use computer software If they have some problem, I will help them with support and answer their questions In addition, my school occasionally organizes a number of contests such as the Bell Gold Ring, the contest for the founding of Young Pioneers 2.4 Result Before applying these methods, the 7th grade student I was teaching was afraid to communicate and express opinions in English The poverty rate is quite a lot Through the application of new methods of teaching speaking skills in 7th grade, I see my students changing more and more in learning English They actively converse and communicate with classmates and me in English Comparing the survey results at the beginning of the year and the results achieved when using the above methods in lectures, the number of unsatisfactory students has decreased significantly 18 Through the topic has: - Contribute to promoting the positivity of students - Consolidate knowledge lessons - Students learn the lessons gently and comfortably - Improve students' thinking skills - Most students prefer to learn English - Students understand the lesson faster and more deeply - Remember knowledge and apply knowledge more quickly From the above results, I have boldly applied in other grades with students with similar results Thereby I can confirm the success of the topic CONCLUSION As we all know: Education is the key to the future A modern education cannot help disseminating English It is an urgent task to actively explore and step by step improve the quality of teaching Through the topic, I draw some specific lessons as follows: First: Teachers need to flexibly apply the tips to suit the specific content of each lesson to excite students Second: Teachers, in addition to exploring and innovating teaching methods, also need to build a variety of exercises, suitable to the content of the lesson and 19 the objects of students to create passion and excitement for children learn Besides, flexible teaching methods are used Third: Teachers need to regularly attend class, visit classes, study documents, update information, learn, consult with colleagues to have effective teaching methods for each target student Teaching practice shows that all English skills in general and English speaking skills in particular need regular and long-term practice to bring high results for learners No one learns a language without making mistakes, so students need to confidently and patiently communicate a lot in the classroom and especially outside the classroom, in real life to improve their skills and foreign language ability for themselves Through that training and learning process, students will improve their foreign language skills, reinforce their vocabulary and self - correct, gradually correct basic mistakes to improve each day their English speaking skills This training process, which needs to be guided and supported by teachers and must be conducted regularly and long term, because English speaking skills are very important and necessary in the learning process of students, when access to a textbook replacement program However, limited practice time in the classroom is a major obstacle for students, so teachers 'classroom activities are important for students' best learning outcomes As a foreign language teacher, I myself are always aware of the importance of the subject in the current period, requiring each teacher to always improve our own knowledge, be a lover of the profession, heat blood, active, close to students Always give them a favorable environment to learn the most effectively So in this topic I would like to give "Some experiences of teaching English speaking skills for students grade at Secondary School" for colleagues to refer and apply flexibly in their lectures, depending on According to the conditions of each school and the content of each lesson how we have the most exciting and effective teaching period In this article, I am sure that there will be no inevitable shortcomings, I look forward to receiving get the attention, comment and evaluation of colleagues I sincerely thank! Cam Thuy, February 20th, 2021 I pledge that this is my experience writing initiative, not copy the content of others 20 REFERENCES - Teaching English in - school educational publisher - Methods of teaching English in secondary schools - Thanh Hoa 's educational publishing - Who teaches English Handbook - Publisher education - Knowledge Handbook" country school " - Publisher education - Textbooks, Book & English teacher - Book of life skills training for students - cultural Publisher information - English language Teaching Methodology - the Ministry of Education in 2003 - English 7, Ministry of Education and Training, 2014 - Teaching English speaking and English speaking tests in the Thai context: A reflection from Thai perspectives English Language Journal, Vol - Speaking Oxford University Press Celce-Murcia M - Olshtain E (2000) - Discourse and context in language teaching Cambridge: Cambridge University Press [ Juhana (2012) - Psychological Factors That Hinder Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia) 21 NAMES OF EXPERIENCE INITATIVE RECOGNISED BY DIVISION AND DEPARTMENT OF TRAINING AND EDUCATION TT Names of experience Recognised by Some solutions to improve Cam Thuy division listening skills for grade of training and students in boarding education secondary schools Thanh department training education Results Year 2009 - 2010 A Some solutions to improve listening skills for grade students in boarding secondary schools Hoa of and C 2009 - 2010 Train life skills for Cam Thuy division students through some 6th of training and grade English lessons education A 2013- 2014 Train life skills for Thanh students through some 6th department grade English lessons training education Hoa of and C 2013- 2014 Train life skills for Cam Thuy division students through some 9th of training and grade English lessons education B 2019- 2020 22 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN NHÀ TRƯỜNG Xếp loại: TM HỘI ĐỒNG KHOA HỌC NHÀ TRƯỜNG Chủ tịch 23 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN PHÒNG GIÁO DỤC VÀ ĐÀO TẠO HUYỆN CẨM THỦY Sáng kiến kinh nghiệm tiêu biểu Xếp loại: B TM HỘI ĐỒNG KHOA HỌC PHÒNG GD&ĐT Chủ tịch Nguyễn Thanh Sơn 24 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH THANH HÓA Xếp loại: TM HỘI ĐỒNG KHOA HỌC SỞ GD&ĐT Chủ tịch 25 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING CAM THUY DIVISION OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE TITTLE:" SOME EXPERIENCES OF TEACHING ENGLISH SPEAKING SKILLS FOR STUDENTS GRADE AT SECONDARY SCHOOL " Performer: Do Thi Huong Position: Teacher Work unit: Ethnic Boarding Secondary School Subject: English THANH HOA, YEAR 2021 26 ... some experience to improve my English speaking skills, which I think is effective So I boldly bring up the topic: "Some experiences of teaching English speaking skills for students grade at Secondary. .. life skills for Cam Thuy division students through some 6th of training and grade English lessons education A 2013- 2014 Train life skills for Thanh students through some 6th department grade English. .. teaching English speaking skills for students grade at Secondary School" for colleagues to refer and apply flexibly in their lectures, depending on According to the conditions of each school and