NNOVATION IN CHECKING OLD LESSONS IN ENGLISH TEACHING

EXPERIENCED IDEA INNOVATION IN CHECKING OLD LESSONS IN ENGLISH TEACHING Subject: English SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT ĐẶNG THÚC HỨA EXPERIENCED IDEA INNOVATION IN CHECKING OLD LESSONS IN ENGLISH TEACHING Subject: English Nhóm tác giả: Nguyễn Thị Hương Thơm SĐT: 0972724497 Nguyễn Thành Nam SĐT: 0973559594 Năm học: 2020-2021 TABLE OF CONTENTS CONTENT PAGE I INTRODUCTION 1.1 RATIONALE OF THE STUDY 1.2 AIMS OF THE STUDY 1.3 OBJECTIVES OF THE STUDY 1.4 SCOPES OF THE STUDY 1.5 METHOD OF STUDY II CONTENT 2.1 THEORETICAL BACKGROUND 2.2 PRACTICAL BACKGROUND 2.3 SOLUTIONS 2.4 RESULTS 3-14 15-`18 III CONCLUSION 3.1 THE SUMMARY OF THE STUDY 19 3.2 RECOMMENDATION 19 3.3 SUGGESTIONS FOR FURTHER STUDY 19 REFERENCES 20 I INTRODUCTION 1.1 RATIONALE OF THE STUDY Along with the renewal of textbook curriculum, teaching methodology, the innovation, assessment and evaluation issues are extremely important steps in the process of teaching and learning Innovating teaching methods and assessing innovation are two closely related activities Innovation of assessment and evaluation is the motivation for innovating teaching methods, contributing to the implementation of educational and training goals The innovation of evaluation test includes many stages, many contents in which the innovation of oral teats is very important because this is an activity that takes place continuously Checking old lessons is not only a test at the beginning of each lesson but can also take place throughout a lesson If the teacher neglects to perform the oral exam well, the student's knowledge acquisition process will be interrupted, the students will be gapping in the skills knowledge needed in each lesson This will affect the results of the regular exams (1 period, semester, ) In fact, the oral tests in English classes today is still inadequate due to the pressure of the amount of knowledge and skills that need to be loaded in each lesson, so the time for the checking old is very little Besides, most of the students are very passive, learning to cope with even some of them due to their lack of basics, so they are lazy in studying old lessons Facing that fact, I have come up with the idea"innovation in checking old lesson in teaching English" to help them be more active in learning, accumulate knowledge and skills, and create a lively atmosphere during the lessons 1.2 AIMS OF THE STUDY Teaching and learning activities always need feedback to adjust in time and to create the highest efficiency shown in the quality of students' learning Regular testing helps teachers adjust and supplement the knowledge, skills and attitudes set by the subject and will help students form the right motivation and learning attitude from which to accumulate, gain necessary knowledge and skills The innovation in checking old lessons in the classroom not only helps the lively learning atmosphere, but also helps students avoid rote, passive learning, and coping skills to promote students' positive and proactive behavior, bring high efficiency in teaching and learning 1.3 OBJECTIVES OF THE STUDY To implement the subject, we selected classes: 12K, 11D, 11A, 11G in school year 2019-2020 qnd four classes: 12D, 12A, 12C, 12G in the first semester of school year 2020-2021 Number of students: 319 Characteristics of students: The students in the classes above include excellent and good students( 11A, 11D), but most of the rest acquire knowledge slowly Therefore, when selecting these students, we hope that our method will increase students’ interest and self confident in learning English 1.4 SCOPES OF THE STUDY The time for studying this subject is in two academic years: 2019-2020 and 2020-2021 1.5 METHOD OF STUDY To study this content, we use some of the following methods: - Reference document method: seach the theory of educators on the use of some games used in teaching English, and then apply them in checking old lessons Thereby, filter the information with practical value, which can apply in order to illustrate and supplement, paraphase, and deepen English language - Observation method: regularly take part in colleagues’lesson to onserve and learn to enrich my knowledge and teaching skills - Experimental methods: assess the skills of students as well as the effectiveness of the ways in checking old lessons II CONTENT 2.1 THEORETICAL BACKGROUND Our school is situated in the west of Nghean province, one poor mountainous district Therefore, most of my students have difficulties in achieving knowledge about the subject, due to lack of learning and teaching facilites, so many of them not really like learning English This leads to a low sense of self-awareness of many students To deal with teachers, they often use the book "Learn English well" without making effort to learn vocabulary or practice skills The semester tests (issued by the Department of Education or the school) or graduation tests (issued by the Ministry of Education) only focus on grammar and reading comprehension tests, and more in the form is 100% of multiple choice tests, so many students neglect to study the old lesson and practice the skills but only rely on the luck of taking the multiple choice tests The traditional old test is usually to call or students to answer the question This is both time-consuming and stressful for students, and it is impossible to test many students at the same time Therefore, it is impossible to assess students' abilities All of the above factors make students lazy, passive in learning, the quality of teaching and learning is not high The above facilities have helped me to apply innovations in checking old lessons in teaching English 2.2 PRACTICAL BACKGROUND Some teachers haven’t been clearly aware of the effectiveness of the checking old lessons period in teaching and learning a foreign language Moreover, students haven’t still found interested in learning English because many lessons are difficult as well as impractical to learn So I find myself that besides using traditional method in checking old lessons as before, to make each English teaching and learning lesson more attractive, active, passionate for students, there is an extremely important solution that teachers should use some new methods as well as games to check old lessons 2.3 SOLUTIONS As mentioned above, the checking old lessons is not only done at the beginning of each lesson, but depending on each skill and knowledge, it can be done at the beginning, middle or end of the lesson A successful oral test is required to include the following: 2.3.1 The preparation for oral test - The first task of preparation is to determine exactly what needs to be checked Teachers need to determine the minimum level of knowledge and skills that students have acquired during the learning process The question given to the student must be precise and clear so that the student does not understand it in two different meanings, resulting in an off topic answer - Teachers must redesign the requirements, exercises in textbooks or similar exercises to avoid the use of keys in the "Good Study Guide" to deal with teachers - Oral test score column in the personal score book is divided into columns: M1 and M2: M1 Column scores for students to answer or homework directly on the board M2 column scores for students sitting under the classroom to answer or homework The student's official oral score is the grade point average of M1 and M2 Class 11D (Semester II/2019 -2020) N0 M Students'full name M1 M2 Phan Thi Ngoc Anh Tran Thi Phuong Dung Lam Thi Thu Ha Le Thi Ha Hoang Thi Hang Le Thi Thanh Hang Le Thi Thu Hang Nguyen Thi Hang 9 Tran Thi Hang 10 Đau Thi Hien … 2.3.2 Teaching requirements on how to organize oral tests - Create favorable conditions for students to express most naturally their understanding - Uncover the true ability of students' knowledge and skills basing on oral answers and their hands-on activities - Teacher's attitude and treatment of students play a great role during the oral test Teachers need to listen to the answers, monitor students' activities and base on that to draw conclusions about the status of students' knowledge Teachers' understanding of students' personality and pedagogical sensitivity in many cases are the basic factors that help to clearly see the nature of the students' knowledge and skills tested - When students answer questions that are missing or wrong, the teacher should not interrupt the students With the same mistake, the teacher must consider which errors should be corrected immediately and which errors should wait for students to answer - It is advisable to coordinate the testing methods and at the same time, many students can be tested: while calling some students on the board, the teacher can ask the other students some questions and then, collect a draft of some students to give marks - When conducting an oral test, teachers must solve the following major difficulties: when one or several students are assigned to the board, what and how the other students in the class? Teachers call multiple students at the same time, make different requests that suit each student's level, and then ask the whole class questions after the students have completed their tasks as follows:“Is his/her answer correct?” “Do you agree with him/her?” “Is there anything wrong or missing?”… In addition to the basic sentences, teachers can use additional questions during the oral test Thanks to these additional questions, teachers can visualize the quality of students' knowledge 2.3.3 Kinds of checking old lesson As we all know, oral examination is a regular and continuous practice in lessons Therefore, this activity must be diversified to avoid monotonousness ,boredom, create a lively atmosphere in the classroom and help students learn more effectively Depending on each lesson and the requirements of testing knowledge and skills, teachers can apply the following oral tests: a For checking vocabulary: Option 1: Call students to the board at the same time I ask similar questions to all, student who wants to answer first raises hand to get permission from the teacher The rest will answer additional or supplementary questions related to the first questions given by teacher For example: Check the vocabulary of Reading lesson Unit 11- English 11 I asks students: "Write a word in English that means: vô tận - infinite" Student 1: give the word (infinite) Student 2: determine the part of speech of the word(adjective) Student 3: give synonyms (unlimited) Student 4: give antonym (limited) In this way, students will be less afraid of the oral tests and have more opportunities to get marks Option 2: Call students to sit on the first rows of tables, each student carries a sheet of paper numbered from to 10, the rest in the class will write down the words given by the teacher in the notebooks I read words to 10 in Vietnamese and ask students to write these words in English, then collect the papers from these students and some sitting below to score Each correct word gets point In this way, I can also check the students of Pronunciation lesson by giving handouts with some words and asking the students to indicate the word whose underlined part is pronounced differently from that of the others or indicate the word whose stress pattern is different from that of the others Option 3: Using game called “Slap the board” to check the vocabulary of students Slap the board is an energetic vocabulary activity - it can be used for revision, presentation and testing - which involves students running to and hitting the board Procedure:  Put the vocabulary items on the board in any order - jumbled and sometimes a little bit higher than the tallest child can reach, so that they'll have to jump  Form groups Give a mother tongue translation for one of the words on the board The students have got to recognise the word which translates to that word They then run to the board and slap the correct word The first person in each group to slap the right word gets a point  Alternatively, you can form teams and one person from the team runs to the board, as a representative The first team to hit the correct word gets the point The representative changes, ready for the next word This is a little calmer than if everyone is running to the board  You can reverse the translation, by putting the mother tongue on the board And of course, you could use definitions or opposites if you want to avoid using the mother tongue  You can it with pictures so you put the pictures on the board and call out the English word and the kids slap the picture Example:This is an example to check vocabulary of Unit - english12Home life Close-knit mischievous responsibility caring supportive Night shift willing biologist Join hand b For Reading lesson Example 1: Reading unit – english 12: FRIENDSHIP To check the vocabulary of students, I use Game named: Network Teacher’s preparation: write the net of the word on the board Procedure: I devide class into four groups, each has a representative going to the board writes the word on the board, each only words, and then one another in group….until the last one in group I also give allotted time And which group finishes the task quicker and has more correct words will win Finally, I give marks to each group loyalty sympathy Sense of humour Quality of a good friend trust unselfishness helpful honesty kindness Example 2: Reading Unit – English 12: Future jobs Game: Kim’s Game Procedure: Show students a set of pictures about jobs( doctor, farmer, policeman…) for one minute for them to memorize Hide the words after 30 seconds Then, ask the students to memorize and rewrite the words in English in minutes After the allotted time, I will call 2-5 students writing their answers on the board This point will be put in column M1 As the same time, I will collect some papers from the students, and then give marks in front of class And this point will be put in column M2 c For Speaking class: This is a very important skill, if it is well done, this skill will have a great effect on encouraging students to learn English However, depending on their level, I should have appropriate requirements to encourage them to practice their language In Speaking time, it depends on the tasks that I can ask them to practice in pairs, groups or individually I also give students the practical score of this skill For this skill, I only apply tasks that are suitable for them I can give a point plus to volunteers speaking in front of the class in pairs or groups For the Speaking skill, I apply some new methods of teaching such as: speaking cards, roleplay, information gap, interview and survey… Example 1: Speaking cards Take oral test of speaking lesson unit 11 ( English 12): Books I can use Speaking cards skill to check students as follow: I call three students to go to the board to work together, give them some topics wrapped in an envelop to choose from such as :“Books, hobbies, daily routine… For each topic students get by mistake, ask each of them to think of wh-questions to ask the rest For example: Topic: “Books”, they can ask one another some following questions: Do you often read books? What kind of books you often read? How you often read books? When you often read books? What you read books for? ……………………………………………………… During minutes, these students will ask and answer one another The other students in the class as well as I listen, observe and after their completion, I will ask some of them give comments about their pronunciation, speaking skill,… and finally I give feedback and give them marks I will write scores for students who work in group in column M1, and for those who give comments in column M2 Example 2: Information gap Take oral test of speaking part unit (English 12): Home life This skill often asks students to work in pairs, helps students interact to get information from each other, as follows: I call students to go to the board and give each of them an incomplete script about the information of home life of someone else (student A having B’s information and vice versa) Both of them will ask and answer to complete their own script in minutes After that, I ask each of them to say again what they’ve done Other students will listen carefully and give comments Finally I give feedback and give them marks I will write scores for students who work in pair in column M1, and for those who give comments in column M2 For this activity, each of them will have to make every effort to communicate to each other to complete their task in allotted time With these ways of checking old lesson, I have chance to check and give marks for at least students In the same way, students feel more confident and easy to get high marks d For Listening lesson: This is a difficult skill because their vocabulary is limited and they are not familiar with native speakers so it is very difficult to test them in the new lesson Instead, I will examine the students through oral questions to test their listening and speaking skills as well as the knowledge they have learned from the previous lesson This test is done at the beginning of the following class: Option 1: Procedures: First, call a student to answer a question he/she has learnt and reinforced in the previous lesson (5 points) Next, he/she chooses a friend (sitting under the class) to ask her/him a question to answer (2 points), the third question by this student asks another friend (sitting under the class) (3 points) The score that this student earned will be recorded in column M1, the score that the other students due to correct questions or correct answers will be recorded 10 in column M2 After a period of getting used to it, it is necessary to raise the difficulty level of the students' question asking their friends Example: Checking the details of Listening Unit 15- English 11 The questions are used for listening oral test (learnt in the previous class) How many astronauts were there on board the spacecraft to the moon? Who was the first astronaut to set foot on the moon? How long did the astronauts stay on the moon’s surface? What did they while they were staying on the moon’s surface? Did they return to the Earth safely? …… Option 2: Using game called Hangman Example: Listening – english 10: AN EXCURSION Procedure: Divide the class into teams, each will have to guess two words in topic camping activities, they are: Fishing, dancing, taking photographs, playing the guitar Explain the rule of the game: each team will take turn to guess what activity is according to the number of letters provided by teacher, if after times the letters are guessed without finding out the names of the activities, that team will be hanged! The team finding out the answers more quickly will be the winners This game is not only used to check the listening and speaking’s ability of students but also to lead to the new lesson Obviously, the above test has been in the direction of innovating assessment and evaluation: promoting students' creative autonomy, creating conditions for stimulating thinking, dynamism in all activities in class, reducing "teacher- centered" and enhancing “students-centered” However, teachers have to be flexible in suggesting students questions to fit the content to be tested, so as not to be off-topic and save time on new lessons The way to test students of self asking questions is not only applicable to the listening test, but can also be applied to Reading, Language Focus To promote the positive, proactive and creative aspects of students, I give homework for students as follows: Basing on the lesson, each student will give similar questions (2 multiple choice questions, contructed-response questions 11 that have both theory and practical exercices) In the next lesson, I will collect all the homework exercises of the whole class and randomly select some of which, then ask some students to take these questions to check them e For Writing class: This skill is rarely used in regular tests in class because it takes a lot of time and is not suitable for the test type So, I can redesign some of the content of the writing tasks to avoid students using reference books to deal with or suggesting more suitable types of exercises such as sentence building, sentence transformation, etc then I correct and score some children, or scores in groups Example: Writing Unit 12- English 11: Guided sentence building Procedures: After giving students the necessary vocabulary and ideas, I ask them to work individually, each student chooses sentences that not resemble the partner to complete We / have / a lot/ things/ do/ prepare/ coming Asian Games We/ build/ one / National stadium/ sports building/ car park We/ widen/ training areas/ roads / sports buildings We/ equip/ hotels/ guest houses/ modern facilities We/ promote/ advertise/ preparations / the Asian Games / the radio/ TV We/ hold / competition / choose an offcial song We/ recruit/ volunteers/ be/ good/ English/ serve the Games Example 2: unit – english 12- Home life - Objective: check the students’grammatical structures and lead to the new lesson as well - I ask students to make as many sensible as you can by joining the elements in the table prepared in a poster by teacher After the allotted time, I will ask 2-3 students to write down their answers on the board This point will be put in column M1 As the same time, I will collect some papers from the other students , and then give marks in front of class And this point will be put in column M2 12 My parents (not) let come home late My mother ( not) be allowed the housework My father (not) have to use the motorbike (not) permit talk on the phone with friends Suggested answer: My parents don’t let me come home late I have to the housework………… f For grammar lessons (Language Focus) + For new lessons: Option 1: I often redesign some textbook assignments (to avoid students using guiding book to answer) and also add some multiple choice exercises in the production section, then call students to come up to the board to take the scores or collect some students' papers to mark For example, in Unit 16 in the Production section, I put in multiple-choice exercises to test students' understanding and reinforce their knowledge: Exercise: Choose the best option: We ……… our decision as soon as we come back a will make b make c made d would make I haven’t met him since I ……………school a has left b left c leave d am leaving Mary will come after she ……… her work a finish b will finish c has finished d is going to finish After he ………….his homework, he went to bed a had done b did c will d does By the end of this year, we …………in this company for years a will work b work c will have worked d have worked By the time he got home, his wife ………out a went c have gone c had gone d has gone Choose the underlined part that needs correcting: 13 He said that he has done his homework since o’clock A B C D The statue was broken while it was moved to another room A B C D Option 2: Using game called Noughts and crosses Example: lesson: Language focus- english 11: THE ASIAN GAMES Procedures: Divide the class into two groups Each group will choose word by word in the cells and make sentences with each word A correcr sentence gets one or X The group with or X vertically, horizontally, or diagonally first will be the winner The sentences must be correct and make sense After finding out the winner, stop the activity and give feedback and give marks for each group Who What When Whoever Whose Where Why Whomever That Which Whom Wherever With this way of checking old lesson, students will easily get good marks and be more enthusiastic to the new lesson As a result, the time for checking old lesson is not monotonous and stressful any longer and of course, the efficiency of the new lesson is improved considerably g For the follow-up lesson (consolidation and revision) The time pressure in Language Focus is huge because both the pronunciation part and the Grammar part have to be done during one period, so the time for oral test is limited Therefore, this follow-up lesson is the useful consolidation of Language Focus and some Writing lessons, which will help students to review, consolidate and practice their skills in solving pronunciation exercises and grammar as well as sentence transformation(this is the most common part of exam questions, periodical tests) In this lesson, I will give an exercise of 10 multiple choice questions for the whole class in 10 minutes, and call students to come up to the board, make contructed-response questions each (usually change the sentences or rewrite the sentences from the given suggestions ) After 10 minutes I collect all 14 students' assignments and give them to other students to correct, students on the board continue to the task while I check 10 multiple choice questions I then take the papers of students to recheck and score in column M2 Then, I continue to teach how to rewrite these sentences on the board and ask students to mark to each other, I finally both correct the whole class and observe to mark So this is a form of testing to promote the initiative and positive of students, reduce the stress pressure in oral tests, and promote the innovation of assessing and evaluating both forms of essay and multiple choice test, both speaking skill and grammar review 2.4 RESULTS To evaluate the effectiveness of applying this topic, I have compared and done the statistical results carried out in some classes I take over in school year 2019-2020 and the first semester of school year 2020-2021 as follows: 2.4.1 Unapplied topic classes: - The students' oral test score is not high, many of them get bad marks (because they are lazy to study the old lessons) - The students' grade point average is lower Statistics of oral test scores for the first semester of the school year 2019-2020 Number of students 8-10 marks 6-7 marks 4-5 marks 1-3 marks Mark 12K 42 (16,7%) ( 19%) ( 19%) (21.5%) 11G 42 ( 19%) 12 (28.6%) (19%) 10 ( 23.8 %) (16.7%) Class (16.7%) Statistics of grade point average of the first semester of the 2019-2020 academic year: Class Number of students 12K 42 11G 42 8.0 marks or more 6.5 -7.9 marks 5.0-6.4 marks 3.5-4.9 Marks 0-3.4 marks 12 (7.1%) (21.5%) (28.5%) 10 12 (11.9%) (23.8%) (28.5%) 14 (33.3%) 13 (31%) (9.6%) (4.8%) 15 Statistics of oral test scores for the second semester of the school year 20192020 Class 12K Number of students 42 11G 42 8-10 6-7 4-5 1-3 marks marks marks marks 10 (16.7%) (19%) (23.8%) ( 21.4 %) 10 (16.7%) (23.8%) (21.4%) (19 %) Mark (19,1%) (19.1%) Statistics of grade point average of the second semester of the 2019 – 2020 academic year: Class Number of students 8.0 marks or more 12K 42 (7.1%) 11G 42 (14.2%) (21.4%) 6.5 -7.9 marks 5.0-6.4 marks 3.5-4.9 Marks 0-3.4 Marks (19%) 14 (33.3%) 13 (31%) (9.6%) 13 (31%) 12 (28.6%) (4.8%) Statistics of oral test scores for the first semester of the school year 2020 - 2021 Class Number of students 8-10 marks 6-7 marks 12C 39 10 (12.8%) (20.5%) (25.7%) ( 20.5 %) (20.5%) 12G 40 (12.5%) (17.5%) 10 (25%) 4-5 marks 10 (25%) 1-3 marks (20 %) Mark Statistics of grade point average of the second semester of the 2020 - 2021 academic year: Class Number of students 8.0 marks or more 12C 39 (7.7%) 12G 40 (10%) 6.5 -7.9 Marks 5.0-6.4 Marks 3.5-4.9 Marks 0-3.4 Marks 12 (20.5%) (30.8%) 12 (30.8%) (10.2%) 11 (27.5%) (10%) (20%) 13 (32.5%) 16 2.4.2 Applied topic classes: - After one year and a semester of applying this new method, most of my students had a higher score on oral tests than the previous year, the number of students with very poor grades was very low, and the number of students getting a score of was low or even no one - Grade point average of the subject also increased significantly Statistics of oral test scores for the first semester of school year 2019-2020: Class Number of students 11D 11A 8-10 marks 6-7 marks 4-5 marks 1-3 marks Mark 38 12 13 (31.6%) (34.2%) (21.1%) (7.9%) (5.2%) 40 13 14 (37.5%) (32.5%) (17.5%) (7.5%) (5%) Statistics of grade point average of the first semester of the 2019-2020 academic year: Class Number of students 11D 38 11A 40 8.0 6.5 -7.9 marks or marks more (21.1%) (20%) 5.0-6.4 marks 3.5-4.9 Marks 0-3.4 Marks 12 12 (31.6%) (31.6%) 11 13 (27.5%) (32.5%) (13.2%) (17.5%) (2.6%) (2.5%) Statistics of oral test scores for the second semester of school year 2019-2020 Class Number of students 11D 11A 8-10 marks 6-7 marks 4-5 marks 1-3 marks Mark 38 13 15 (34.2%) (39.5%) (21,1%) (5.2%) (0%) 40 15 (37.5%) (7.5%) (2.5%) 16 (40%) (12.5%) 17 Statistics of grade point average of the second semester of the 2019-2020 academic year: Class Number of students 11D 38 11A 40 8.0 marks or more (23.7%) 10 (25%) 6.5 -7.9 5.0-6.4 marks marks 13 13 (34.2%) (34.2%) 15 12 (37.5%) (30%) 3.5-4.9 Marks (7.9%) (7.5%) 0-3.4 Marks (0%) (0%) Statistics of oral test scores for the first semester of school year 2020-2021: Class Number of students 12D 12A 8-10 marks 6-7 marks 4-5 marks 1-3 marks Mark 39 12 14 10 (33.8%) (35.9%) (25.6%) (7.7%) (0%) 39 13 (33.3%) (7.7%) (2.6%) 16 (41%) (15.4%) Statistics of grade point average of the first semester of the 2020-2021 academic year: Class Number of students 12D 39 12A 39 8.0 marks 6.5 -7.9 5.0-6.4 or more marks marks 13 15 (20.5%) (33.3%) (38.5%) 13 15 (23.2%) (33.3%) (33.3%) 3.5-4.9 Marks (7.7%) (5.2%) 0-3.4 marks (0%) (0%) From the statistics above, it is very easy to realize that the number of students in applied topic classes got high points is much higher than those in unapplied topic classes Especially, the number of students got bad marks (0, 1, 2, 3) decreased considerably III CONCLUSION 3.1 THE SUMMARY OF THE STUDY The issue of innovating the teaching method must be associated with the innovating the assessment, in which innovation of oral test is an extremely important and urgent step that teachers must perform regularly to improve the educative quality and promote students' activeness in acquiring knowledge Clearly, after a year of applying this topic, I realized that the atmosphere of the classroom was completely lively, students’s learning attitude was highly self18 conscious, and they no longer had the thought of learning to cope Moreover, the student's academic results also improved significantly That is also the motivation to help teachers be more enthusiastic and excited in the teaching hours Through these regular oral tests, teachers will discover students' abilities as well know which students are still weak to promptly help them to improve their knowledge and skills In addition, it helps teachers adjust their teaching process to suit the level of knowledge and awareness of students 3.2 RECOMMENDATION Applying these improvements effectively requires very careful preparation of teachers Teachers have to redesign Exercises, Tasks in textbooks and create more types of exercises close to the test and exam questions In addition, the teachers must evaluate students fairly, objectively and encourage them in time, the attitude must be tactful While checking a student's work, the teacher must have a way to attract other students to join in solving the problem, avoiding the situation of teachers working with one student The teacher sets a question system for the whole class to think and mobilize knowledge and to test the level of understanding of students in the class 3.3 SUGGESTIONS FOR FURTHER STUDY Through practical teaching and implementing of this topic, I would like to recommend some of the following requests: - The textbook program should be offloaded so that teachers have more time to examine students' oral tests - The form of assessment and examination should be improved, the test questions should not be 100% multiple choice, because this will not assess the speaking, writing skills of students The change of test form will help to limit the dependence and laziness of students in accumulating knowledge, skills, vocabulary and at the same time help students to see the results of their true ability - The school library should add more reference books for students and teachers Above is my little experience in innovating oral tests in order to contribute to test innovation and evaluation I hope to receive many comments from colleagues to improve my topic 19 REFERENCES Nguyen Thi Phuong Hoa - Modern teaching theory Thai Duy Tuyen - Traditional teaching method and innovation Education Publishing House 2008 Regulation 40 evaluating and classifying junior and high school students English 10,11,12 (Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, Nguyen Quoc Tuan) - Education Publishing House English 10,11,12 - Teachers' Books (Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, Nguyen Quoc Tuan) - Education Publishing House 20 ... of teaching and learning Innovating teaching methods and assessing innovation are two closely related activities Innovation of assessment and evaluation is the motivation for innovating teaching. .. students lazy, passive in learning, the quality of teaching and learning is not high The above facilities have helped me to apply innovations in checking old lessons in teaching English 2.2 PRACTICAL... learning to cope with even some of them due to their lack of basics, so they are lazy in studying old lessons Facing that fact, I have come up with the idea"innovation in checking old lesson in teaching