Some experience in improving English speaking skill for students

DONG NAI DEPARTMENT OF EDUCATION AND TRAINING
DONG NAI CONTINUATION HIGH SCHOOL

----------------------------

SOME EXPERIENCE IN
IMPROVING ENGLISH SPEAKING
SKILL FOR STUDENTS

Name: TRAN THI THAO
From: DONG NAI CONTINUATION HIGH SCHOOL

Bien Hoa, May 2016

CIRRICULUM VITAE
By Tran Thi Thao

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Some experience in improving English speaking skill for students

I.

PERSONAL INFORMATION

1. Name:

TRAN THI THAO


2. Graduation year:

June, 2005

3. Training field:

English

PART A: INTRODUCTION
By Tran Thi Thao

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Some experience in improving English speaking skill for students

1. The feasibility of learning English
Nowadays, it can’t be denied that English is becoming the common tongue
of our global language. Whether you live and work in an English speaking
country or need English for travel and fun, English is the passport to success and
a deeper understanding of our quickly changing world. Therefore, teaching and
learning English is very important and necessary since mastering English is the
best and the shortest way for us to have a great deal of opportunities to reach the
success of life.
However, Vietnamese students, especially students at High Schools get a
lot of difficulties in learning and practicing English speaking skill. They often
fall into confusion when speaking English because of lack of professional
knowledge, confidence, and a good learning method as well. Besides, the
passive learning environment with the same and boring lessons without

3. Scope of study
- In my thesis, I intend to deal with how to improve the efficiency of
teaching speaking skill for students through some personal experiences.
- It is only used in teaching English speaking skill.
- It is not necessary to classify the students’ qualification.
4. Methodology
- Strategic method: quantitative
- Comments, assumptions and conclusion of the study are based on the
data analysis.
- Survey questionnaire, personal observation by attending classes.

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Some experience in improving English speaking skill for students

PART B:

CONTENT

1. Reality
In fact, students at Continuation High School find a lot of difficulties in
learning English, especially speaking skill because of their shortage of
knowledge and vocabulary that makes them feel less confident in speaking
English. Moreover, English is not a compulsory subject at this kind of school.
Students don’t have to take it at High School Graduation Examination. So they
don’t appreciate it, they only learn it to cope with the tests and examinations
without having real interest in it. Therefore, it is hard for teachers to transmit the

- Think in English, not translate into Vietnamese
One of the most serious mistakes that we often make is the trend to
translate from our mother tongue into English before speaking. This will lead to
a language barrier immediately. For instance, when we want to cancel an
appointment, we will think in our heads: “I would like to cancel that
appointment.” And then we translate that sentence into English. We will get
trouble because we can’t remember or don’t know the words “cancel”,
“appointment” to make the sentence “I would like to cancel the appointment”. If
we think in English, we won’t get this problem and we can have many ways to
express this situation in English. For example, “I'm sorry. I'm not free
tomorrow” or “I am afraid I can’t come tomorrow” and so on…..
- Using simple structures
When you speak, no-one pays attention to how simple or complex the
structures that you utilize to estimate your ability, even nobody realizes the level
of the structures that you are using. So, you should use the most simple
sentences and structures for more convenience in communication.
- Always speak slowly
Most students believe that the faster they speak English the more similar
they are foreigners because English learners find difficult to catch up with the
information when the native English speakers talk since they speak quite fast.
However, the opinion “the faster you speak the better you do” is an entire
mistake. We should advise students to speak slowly and exactly. If students
speak slowly, their tune and stress will become softer if not their pronunciation
will be heavier and more difficult to comprehend.

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Some experience in improving English speaking skill for students

avoid the “dead time” as much as possible. Too much “dead time” in a lesson
makes students feel distracted, tired and unenthusiastic in speaking.
Example: Unit 15. Space Conquest- Speaking
Before speaking:
- Teachers can start the lesson by giving out picture of spacecraft and ask
+ What is it?
+ What is it used for?
+ How do you call a person who flies a spacecraft?
+ Can you tell me some famous astronaut?
- Teachers present some pictures of popular astronauts then ask some
information about these people.
+ Where are they from?
+ What are they famous for?
+ When did they fly into space?
……………………………………………..

While speaking:
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joined the Vietnamese Air Force in 1965 and fought in the Vietnam War against
American aggression. He joined the Soviet Union’s Intercosmos programme on
By Tran Thi Thao

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Some experience in improving English speaking skill for students

April 1st, 1979. On July 23, 1980, he went on board Soyuz 37 to outer space
along with Soviet cosmonaut Viktor Gorbatko. Pham was in space for 7 days, 20
hours and 42 minutes. He completed 142 orbits, and returned on July 31, 1980.
On July 23rd, 1980.
Through this method, students themselves have thought, searched and
spoken out everything they need. Moreover, they feel more interested in
speaking lessons with new and diversified topics. They are eager to attend the
next speaking lessons to talk with their friends, express their communicative
ability.
This not only facilitates for good students to express themselves but also
helps all students in class, especially the bad, shy and passive students to have
chances to speak English. Because when we divide class into groups and ask
them to prepare at home, good students will help bad students to practice the
lessons carefully so they won’t feel strange in speaking in front of other people.
They are more and more confident in speaking and communicating at public
which they didn’t dare to do before.
There are a lot of tips for teachers to apply in a lesson. However, the
importance is that teachers have to know how to choose the suitable tips for each
topic to attract attention of students without dampening or causing the
encumbrance for students. That is a real success. When designing a speaking
lesson, teachers have to design it from easy to difficult one and each part in the

they will feel more confident in speaking – their speaking skill will be improved.
2.4 Concrete steps for teaching the speaking lessons.
+ Before speaking. We can use the activities:
- Matching
- Pre-teach vocabulary
- Open prediction
- Ordering
- Answer the guiding questions (pre- question)
- Games
+ While speaking. We can use the activities:
- Giving opinions
- Discussing
- Question and answer (pair work)
- Matching
+ After speaking. We can use the activities:
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Some experience in improving English speaking skill for students

- Interviewing
- Recall/ retell the story or dialogue.
- Role play/ taking a survey
- Discuss the main idea.
- Summarizing the main points
- Card
3. Some types of exercises used for developing speaking skill.
3.1 Dialogue

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Some experience in improving English speaking skill for students

B: It is 7 million.
A: What is the area of the city?
B: It is 946 square km.
A: How many national days are there?
B: There are seven national days in New York.
- Teachers ask a pair to read the whole dialogue, then delete some words
in the dialogue and ask another pair to practice.
A: When was New York _____________?
B: It was_______________ in 1624.
A: What is the__________ of the city?
B: It is __________.
……………………………………………………………………
- Teachers continue the work until all the words disappear and all
students learn the dialogue by heart.
3.2 Picture stories
+ Teachers collect pictures that have the suitable contents with the topics.
+ Teachers model by playing the roles in comics, using the suggestions in
pictures to create the languages for characters.
+Teachers can suggest by asking the questions:
“What is happening in picture A?”
“What do you see in picture B?’’
+Teachers can ask students to rearrange the pictures in the correct order of
the story. -> Then students look at the pictures and retell the story basing on the
content of the pictures.
Example

+The questions must be asked basing on the given topics but it is not
necessary to develop the sentences in a correct conversation.
Example
Text book 11. Unit 8. Celebrations
Speaking _ Task 1:
- Teacher gives out the topic about “ Tet” and asks students to talk anything
relating to “ Tet”.
Example dialogue:
Teacher: What is Tet?
Hung: Tet is the time when Vietnamese people celebrate the beginning of
spring and it is also the start of lunar New Year. When is Tet, Lan?

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Some experience in improving English speaking skill for students

Lan: It falls sometimes between 19th January and 20th February on the
Western calendar. What do you usually do at Tet, Hoa?
Hoa: I often visit my relatives and go to pagoda. Do you eat a lot of special
foods at Tet, Trang?
Trang: Yes, I do. I eat “banh chung” ………………………………….
- ask students to continue the conversation until all students are spoken.
3.4 Yes-no question
+ Teachers give out the topics for practicing.
+Teachers provide the suggested ideas; basic knowledge and practice with
some advanced students as example, and then ask all students to speak freely.
Example

A: Does your family have an air conditioner?
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Some experience in improving English speaking skill for students

B: Yes, we have.
A: Can you tell me what an air conditioner is used for?
B: It is used to keep the air cool or warm when it is hot or cold.
……………………………………………………………………

3.5 Ask and answer
+Students can work in pairs or in groups: the group leaders will make some
questions; the other members of groups have to answer.
+ Teachers can organize the lesson as a competition: the answers are scored
basing on the accuracy of language and information.
Example
Text book 10. Unit 8. The Story of My Village
Speaking - Task 1:
-Teachers ask students to work in pairs: ask and answer about the plans that
help improve the life in Ha Xuyen village.
A: What will happen if we widen the road?
B: If we widen the roads, cars and lorries can get to the village.
A: What will happen if we build a new school?
B: If we build a new school, children will have better learning conditions.
………………………………………………………………………….
3.6 Groupings
+ Teachers divide class into some groups and deliver a list of words and

4.

Kitchen

: The place where we cook.

5.

Bathroom

: The place where we take a shower.

……………………………………………………………

3.7 Characters
+ This game is used to reconsolidate students’ knowledge and use it in
more natural circumstances.
+ Teachers ask each group to play a scene basing on the topic.
Example
Text book 11. Unit 9: The Post Office
Speaking _ Task 2:
- Teacher asks students to work in pairs: make a dialogue at the post office
when you want to have a telephone line installed at home.
-Go around helping if necessary.
- Ask some pairs to practice the dialogue in front of class.
A: Good morning! Can I help you?
B: Good morning! I want to have a telephone line installed at home.
A: Where do you live?
B: I live at 18e Nguyen Ai Quoc Street, Trung Dung Ward. When will the
installation take place?


1. Science fiction film

………………………………………….

2. Comedy

………………………………………….

3. Cartoon

………………………………………….

4. Love story film

………………………………………….

5. Detective film

………………………………………….

BEFORE SPEAKING: Rely on the pictures and practice like below
A: What kinds of film do you like best?
B: I like……very much.
A: Why do you like it?
B: Because it..................
A. What kind of film don’t you like very much?
B. I don’t like…………very much.
WHILE SPEAKING: Work in groups and practice about each kind of
film. Look at the information below.


A. What do you think of horror films?
B. I find them really terrifying
C. I don’t agree with you. I find them very interesting
* Suggestions
A: What do you think of.........................?
B: Oh, I find them......................
C: I don’t agree with you .I find them........
D: I agree with you. I find them........
AFTER SPEAKING
Work in pairs to talk about the film you have seen.
A. What is your favorite film?
My favorite film is.…..
A. What kind of film is it?
It is Detective/ action/ cartoon/ love story…..
A. How much do you like it?
Very much/ not very much
A. Who is/ are the main character(s)?
He/ She is…
A. When did you see it?
I saw it.....
A. How do you feel about it?
I find it interesting/ moving/ violent….
A. Which do you prefer, action films or detective films?
I prefer action films to…………
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First term

Second term

Class
11A5

Brilliant

3 students = 8.11%

5 students = 14.71%

Good

6 students = 16.22%

12 students = 35.29%

37
students

Quite good

17 students = 45.95%

17 students = 50%

Not good



32
students
Quite good

18 students = 58.06 % 22 students = 73.33%

Not good

5 students = 16.13%

1 student = 3.33%

Bad

0 = 0%

1student = 3.33%

PART C: CONCLUSION
1. Meaning of the study for work
This study helps

English teachers have more experience in teaching

English speaking skill as well as apply the new methods to make the speaking
lessons become

more active and effective. Teachers can select forms of


3. Proposal
* For the principal
- Provide the English teaching classroom in which teaching means are
equipped sufficiently.
- Make chances for teachers to take part in the advanced level courses and
training classes organized by the Department.
- Make chances for the students to participate in the extracurricular
activities, the contests organized by the Department.
* For the Department of Education and Training:
- Plan to carry out the professional training courses for teacher.
- Provide more reference books and teaching aids for the subject.
- Organize the talks, workshops where teachers can exchange their
teaching methods, learn experiences from each others in order to enhance the
teaching quality.
4. Conclusion
With the experience of myself and the comments of my dear colleagues, I
boldly give out some small tips with the hope that all of us- the English
teachers- will find out the most effective methods to organize and manage the
classes. However, the above methods should be coordinated with the other skills
in order to help the teaching and learning get better results. Although I myself
make every effort, the ability and preparation are limited, so there may have
some mistakes. I hope to get a lot of contribution from my dear colleagues.
Bien Hoa, May 15th, 2016.
Writer
By Tran Thi Thao

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Some experience in improving English speaking skill for students


E: Hate

Question 2: How long have you been learning English?
A: Five years

B: More than five years

C: Less than five years

Question 3: Which skill do you like most in four skills?
A: Reading

B: Speaking

C: Listening

D: Writing

E: All four skills

D: Writing

E: All four skills

Question 4: Which skill is the most difficult?
A: Reading

B: Speaking



D: Do not like

E: Hate

Question 8: Do you do the task in speaking lesson at home?
A: Very often

B: Often

C: Sometimes

D: Rarely

E: Never

Question 9: Do you feel excited about the current method?
A: Like very much

B: Like

C: Do not like

D: Normal

E: Hate

Question 10: Do you want to have a new creative English teaching method?”
A: Like very much