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 Page Some experience in improving English speaking skill for students I PERSONAL INFORMATION Name: TRAN THI THAO Date of birth: September 20th, 1983 Sex: Female Address: 18E Nguyen Ai Quoc Street, Trung Dung Ward, Bien Hoa City, Dong Nai Province Mobile: 0988474498 Position: English Teacher School: Dong Nai Continuation High School II QUALIFICATION University education diploma: Bachelor of Art Graduation year: June, 2005 Training field: English PART A: INTRODUCTION By Tran Thi Thao Page Some experience in improving English speaking skill for students 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 interesting extra- activities prevent them from practicing and improving English That is the main reason why they don’t get the effective result in learning English, especially English speaking skill Rationale Communication is the most effective way to encourage students to use a foreign language However, for a long time, speaking skill hasn’t been highly appriciated, we only estimate students through their qualification and knowledge without measuring the ability of using language It is high time we needed to pay much attention to this skill to help students communicate confidently and fluently To have successful lessons, teachers have to create the interesting studying environment to attract students’ attention so that students will feel more confident in communicating with others in English Speaking skill is quite difficult to teach, especially for students who have lost their basic knowledge and those who are too passive in communication So teachers need to find out the best and the most suitable methods to attract students’ attention in study By Tran Thi Thao Page Some experience in improving English speaking skill for students For the above reasons, in the process of teaching speaking skill, I have applied and elicited some experiences to develop and enhance this skill for students I have tried to find out the best teaching methods for myself also help students understand the importance of this subject more and feel interested in it So I have decided to choose the theme” SOME EXPERIENCE IN IMPROVING ENGLISH SPEAKING SKILL FOR STUDENTS” for my study 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 Methodology - Strategic method: quantitative - Comments, assumptions and conclusion of the study are based on the data analysis - Survey questionnaire, personal observation by attending classes By Tran Thi Thao Page Some experience in improving English speaking skill for students PART B: CONTENT 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 knowledge as well as the passion in studying this interesting and important foreign language subject Solutions 2.1 Form and method to organize speaking lessons This is the main skill to decide the success or failure in communicating activity If the class is quiet and students don’t want to speak, that lesson doesn’t succeed If the class is juicy and active and a lot of students enjoy speaking, that lesson is considered as a great success Therefore, teachers should organize the “opening class” – we may allow students to leave out their permanent seats to find their favorite partners or students can stand at their seats to speak in pairs or in groups (students shouldn’t sit when speaking) This helps students feel not only comfortable when speaking but also easy to express the meaning of each sentence to the listeners Meanwhile, if teachers ask students to sit in their permanent seats without going around or standing in the speaking lessons for the sake of the noise of the class, students will become passive and inhibitive Therefore, students can not bring into playing the “vocabulary” which they have because the gesture, the eye glance and the action also are the “vocabulary” in communication of each language that helps the listeners to understand the conversations Moreover, if students only communicate with the same partners each day, the communication By Tran Thi Thao Page Some experience in improving English speaking skill for students will become tedious and students don’t know well about the character of each person in class In process of speaking, teachers should advise students to: - 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 By Tran Thi Thao Page Some experience in improving English speaking skill for students - Speak loudly enough This is an important key in communication because when you talk to one person or one hundred people, you need to speak loud enough so that all people there can hear you easily - Pronounce all the sounds in words As mentioned above, practice speaking English with a slow speed will help you to have time to concentrate on sounds of words Maybe right now, you miss out the last or middle sounds of words This does not have influence on speakers but causes difficulty to listeners Hence, we had better advise students to focus on each sound of words and not omit any sounds, especially the final sounds of words like “s”, “ed”, “t”, “p” so on……… - Be confident with your English ability For instance, when someone asks you “How is your English?” you should not reply: “Oh, my English is very poor, I have no chance to practice”, you would rather respond: “I love to speak English” or “My English is improving” These answers will help you to feel more confident When you are selfconfident, you won’t be afraid of speaking English 2.2 Preparation and arrangement for speaking topics It is not necessary to use all the tasks in the textbooks because this will make students not only become rigid and passive but also reduce students’ creative ability in communicating activities Hence, teachers should guide students to use the tasks in the textbooks to create dialogues which are suitable with their ability, then practice them in pairs or in groups at school (each student or group may carry out some different tasks) When making plan, teacher can reorder the tasks in textbooks as long as they are going from easy to difficult ones so that students will feel more natural in speaking If teachers not prepare carefully, the speaking lessons are easy to become disconnected and this leads to the boredom and tiredness for both learners and teachers So teachers have to prepare the lessons logically and By Tran Thi Thao Page 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 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: By Tran Thi Thao Page Some experience in improving English speaking skill for students - Teachers ask students work in groups: take turns to talk about the important events in space exploration - Ask the representative of each group to talk about one of the above astronaut, the other students guess who is the person their friend taking about? Ex: He is an American astronaut He flew into space on 20 th July, 1969 He is the first humans to set foot on the moon Who is he? - Teachers introduce the news about a famous Chinese astronaut then ask students work in pairs: ask and answer the questions A: When did China launch its first manned spacecraft into space? B: ……………………………………………………………… A: What was the name of the spacecraft? B: ……………………………………………………………… A: What is the astronaut’s name? B: ……………………………………………………………… A: How old was he when he was the first Chinese to fly into space? B: …………………………………………………………………… A: How important was the successful flight to China? B: ………………………………………………………………… A: How many countries in the world have been able to independently carry out manned space flights? B: ………………………………………………………………… After Speaking: - Ask students to work in group: each group choose one of these astronauts and then find out more information about them - Ask the representative of each group to talk in front of class Ex: Major-General Pham Tuan, born on February 14th, 1947, was the first Vietnamese cosmonaut, born in Quoc Tuan, Thai Binh in northern Vietnam He 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 Page 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 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 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 lesson has the connection to each other Therefore, teachers have to combine the tips in the parts “_ before speaking_ while speaking_ after speaking” logically so that students can carry out speaking constantly and get interest from the beginning to the end of the lesson 2.3 Preparation knowledge for students to speak and handle with the situations effectively By Tran Thi Thao Page 10 Some experience in improving English speaking skill for students Lan: It falls sometimes between 19th January and 20th February on the Western calendar What you usually 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 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 Text book 10 Unit TECHNOLOGY Speaking _ Task 1: - ask students to list some modern inventions + Radio +Television + Fax machine +Electric cooker + Air conditioner +Fridge + Computer +Camera - Teachers make the sample dialogue with an advanced students Teacher: Do you have a computer? A: Yes, I have Teacher: Could you tell me what a computer is used for? A: A computer is used to learn foreign languages and read news Useful structure A: Can/ Could you tell me what something is / are used for? B: it is/ are used to………………………… - Ask students to work in pairs: ask and answer about the uses of modern inventions - Ask some pairs to practice in front of class A: Does your family have an air conditioner? By Tran Thi Thao Page 15 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 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 languages in different topics to each group leader Task of each group is to complement the words and languages for given topics + The group leaders must guide the members in their group to find out as many words and languages as possible Example: Rooms in the house Living room : The place where we often welcome our guests Bedroom : The place where we sleep By Tran Thi Thao Page 16 Some experience in improving English speaking skill for students Dining room : The place where we have the meals Kitchen : The place where we cook 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 you live? B: I live at 18e Nguyen Ai Quoc Street, Trung Dung Ward When will the installation take place? A: We will install it one week after registration B: Can you come on Friday? A: Yes, of course Have you had a telephone yet? B: Yes, I have How much is the installation fee and monthly fee A: The installation fee is six hundred thousand vnd and monthly fee is one hundred thousand vnd You can see the rate on the table B: Thank a lot By Tran Thi Thao Page 17 Some experience in improving English speaking skill for students Example: Unit 13- textbook 10- FILM AND CINEMA Part B: SPEAKING WARMER: * Match the picture with a type of film A C B D E D Science fiction film ………………………………………… Comedy ………………………………………… Cartoon ………………………………………… Love story film ………………………………………… Detective film ………………………………………… BEFORE SPEAKING: Rely on the pictures and practice like below A: What kinds of film you like best? B: I like……very much A: Why 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 FILMS Detective By Tran Thi Thao ADJECTIVES Interesting Page 18 Some experience in improving English speaking skill for students Science fiction Moving Love story Fascinating Cartoon Boring Comedy Exciting Action Violent A What 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 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 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 you feel about it? I find it interesting/ moving/ violent… A Which you prefer, action films or detective films? I prefer action films to………… By Tran Thi Thao Page 19 Some experience in improving English speaking skill for students ACHIEVEMENTS In school year 2015-2016, I teach English grade 10A and 11A At the beginning of the year, I realized that most of students were too shy, timid and passive in speaking English with each other I made a survey and the result was that 80% students not want to take part in speaking lessons The reasons they gave out are: + Lack of confidence + Lack of vocabulary and knowledge + Unrealistic topics in text book + Unsuitable and tedious teaching methods So I decided to applied the above experience in teaching speaking lessons in class 11A5 and 10A4, and in the progress of teaching each lesson, with different contents I organize different teaching forms and methods so that the lesson is not boring and suitable with students’ ability in each class, each grade The result is that students perceive the knowledge faster and more effectively Students have chance to discuss comfortably and practice more often so they have interest in speaking English and more and more love this interesting subject With the same questionnaire that I asked them at the beginning of the year, now 60% students love joining in speaking lessons Students can speak simple sentences, practice the normal conversations in daily life Therefore, their studying result has advanced significantly and the most important success is students’ interest in speaking English They are really confident in communicating with others in English Class Classification Studying Result First term Second term Class 11A5 Brilliant students = 8.11% students = 14.71% Good students = 16.22% 12 students = 35.29% 37 students Quite good 17 students = 45.95% 17 students = 50% Not good students = 16.22% student = 0% Bad students = 13.51 student = 0% Brilliant =0% student = 3.33% Good students = 25.81% students = 16.67% Lớp 10A4 By Tran Thi Thao Page 20 Some experience in improving English speaking skill for students 32 students Quite good 18 students = 58.06 % 22 students = 73.33% Not good students = 16.13% student = 3.33% Bad = 0% 1student = 3.33% PART C: CONCLUSION 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 exercises to suit with students’ ability Students will feel more interested in study and the quality of the speaking lessons is more and more improved Experiences - Because speaking lessons are difficult to teach, teachers have to search and define the aims of the lesson carefully before making suitable lesson plan Normally, each speaking lesson consists of three parts, there are different tips used in each part Therefore, depending on the students’ ability and contents of the lessons, teachers can combine the parts suitably and change the tips flexibly to attract students’ attention - The pair work and group work activities need to be guided concretely, clearly and exactly Teachers should use pictures, handouts, real objects and easy dialogues to help students to practice more naturally and confidently - To achieve the success, both teachers and students have to endeavor to overcome a lot of difficulties in present teaching and learning conditions Besides, it also depends on teachers’ qualification, pedagogical art and enthusiasm - We have to love the subject and spend time researching the relevant materials to find out the best methods to teach students and help them more and more interested in the subject - Through the teaching, we must elicit the experience for ourselves By Tran Thi Thao Page 21 Some experience in improving English speaking skill for students - Through the study, I myself enhance the qualification and find out the optimal materials in teaching 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 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 Page 22 Some experience in improving English speaking skill for students TRẦN THỊ THẢO By Tran Thi Thao Page 23 REFERENCES English Text book 10, 11 (basic) Dwaft Version- English Language Teacher Training Project Celce-Murcia M 2001 Teaching English as a Second or Foreign Language (3rd ed) USA: Heinle&Heinle Chaney, A.L., and T.L Burk 1998 Teaching Oral Communication in Grades K-8 Boston: Allyn&Bacon 23 QUESTIONAIRE Student’s name: ………………………………………… Class: ………………………………………………… Question 1: Do you like learning English? A: Like very much B: Like C: Normal D: Do not like 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 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 C: Listening Question 5: What you think about the speaking lesson? A: Difficult B: Very difficult C: Easy D: Interesting E: Boring Question 6: How often you speaking English in class? A: Very often B: Often C: Sometimes D: Rarely E: Never Question 7: Do you like to practice speaking English with friends? A: Like very much B: Like C: Normal D: Do not like E: Hate Question 8: Do you 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 B: Like C: Do not kike D: Normal E: Hate 24 BM01b-CĐCN SỞ GD&ĐT ĐỒNG NAI TRƯỜNG BTVH TỈNH ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc –––––––––––––––––––––––– Biên Hòa, ngày 20 tháng 05 năm 2016 PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN KINH NGHIỆM Năm học: 2015 - 2016 ––––––––––––––––– Tên sáng kiến kinh nghiệm: SOME EXPERIENCE IN IMPROVING ENGLISH SPEAKING SKILL FOR STUDENTS Họ tên tác giả: Trần Thị Thảo Chức vụ: Giáo viên Đơn vị: Trường BTVH Tỉnh Họ tên giám khảo 1: Phạm Minh Đức Chức vụ: Trưởng phòng Đơn vị: Phòng Giáo Dục Thường Xuyên tỉnh Đồng Nai Số điện thoại giám khảo: * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến kinh nghiệm: Tính Giải pháp áp dụng đơn vị khác chưa áp dụng trường BTVH tỉnh Tác giả thực có hiệu Điểm: /6,0 Hiệu Có hiệu chưa cao Điểm: /8,0 Khả áp dụng Khả áp dụng cao Điểm: /6,0 Nhận xét khác (nếu có): Tổng số điểm: 10 /20 Xếp loại: Đạt Phiếu giám khảo đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thông tin, có ký tên xác nhận giám khảo đóng kèm vào sáng kiến kinh nghiệm liền trước Phiếu đánh giá, chấm điểm, xếp loại sáng kiến kinh nghiệm giám khảo GIÁM KHẢO (Ký tên, ghi rõ họ tên) Đã kí Phạm Minh Đức BM01b-CĐCN SỞ GD&ĐT ĐỒNG NAI TRƯỜNG BTVH TỈNH ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc –––––––––––––––––––––––– Biên Hòa, ngày 20 tháng 05 năm 2016 PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN KINH NGHIỆM Năm học: 2015 - 2016 ––––––––––––––––– Tên sáng kiến kinh nghiệm: SOME EXPERIENCE IN IMPROVING ENGLISH SPEAKING SKILL FOR STUDENTS Họ tên tác giả: Trần Thị Thảo Chức vụ: Giáo viên Đơn vị: Trường BTVH Tỉnh Họ tên giám khảo 2: Phan Phương Đức Chức vụ: Giáo viên Đơn vị: Trường BTVH tỉnh Đồng Nai Số điện thoại giám khảo: * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến kinh nghiệm: Tính Điểm: /6,0 Hiệu Điểm: /8,0 Khả áp dụng Điểm: /6,0 Nhận xét khác (nếu có): Tổng số điểm: 12 /20 Xếp loại: Đạt Phiếu giám khảo đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thông tin, có ký tên xác nhận giám khảo đóng kèm vào sáng kiến kinh nghiệm liền trước Phiếu nhận xét, đánh giá sáng kiến kinh nghiệm đơn vị GIÁM KHẢO (Ký tên, ghi rõ họ tên) Đã kí Phan Phương Đức BM04-NXĐGSKN SỞ GD&ĐT ĐỒNG NAI TRƯỜNG BTVH TỈNH ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc –––––––––––––––––––––––– Biên Hòa, ngày 20 tháng 05 năm 2016 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học: 2015 - 2016 ––––––––––––––––– Tên sáng kiến kinh nghiệm: SOME EXPERIENCE IN IMPROVING ENGLISH SPEAKING SKILL FOR STUDENTS Họ tên tác giả: Trần Thị Thảo Chức vụ: Giáo viên Đơn vị: Trường BTVH Tỉnh Lĩnh vực: (Đánh dấu X vào ô tương ứng, ghi rõ tên môn lĩnh vực khác) - Quản lý giáo dục  - Phương pháp dạy học môn: Tiếng Anh  - Phương pháp giáo dục  - Lĩnh vực khác:  Sáng kiến kinh nghiệm triển khai áp dụng: Tại đơn vị  Trong Ngành  Tính (Đánh dấu X vào ô đây) - Đề giải pháp thay hoàn toàn mới, bảo đảm tính khoa học, đắn  - Đề giải pháp thay phần giải pháp có, bảo đảm tính khoa học, đắn  - Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị  Hiệu (Đánh dấu X vào ô đây) - Giải pháp thay hoàn toàn mới, thực toàn ngành có hiệu cao  - Giải pháp thay phần giải pháp có, thực toàn ngành có hiệu cao  - Giải pháp thay hoàn toàn mới, thực đơn vị có hiệu cao  - Giải pháp thay phần giải pháp có, thực đơn vị có hiệu  - Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị  Khả áp dụng (Đánh dấu X vào ô dòng đây) - Cung cấp luận khoa học cho việc hoạch định đường lối, sách: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT  Trong ngành  - Đưa giải pháp khuyến nghị có khả ứng dụng thực tiễn, dễ thực dễ vào sống: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT  Trong ngành  - Đã áp dụng thực tế đạt hiệu có khả áp dụng đạt hiệu phạm vi rộng: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT Trong ngành  Xếp loại chung: Xuất sắc  Khá  Đạt  Không xếp loại  Cá nhân viết sáng kiến kinh nghiệm cam kết không chép tài liệu người khác chép lại nội dung sáng kiến kinh nghiệm cũ Tổ trưởng Thủ trưởng đơn vị xác nhận sáng kiến kinh nghiệm tổ chức thực đơn vị, Hội đồng khoa học, sáng kiến đơn vị xem xét, đánh giá, cho điểm, xếp loại theo quy định Phiếu đánh dấu X đầy đủ ô tương ứng, có ký tên xác nhận tác giả người có thẩm quyền, đóng dấu đơn vị đóng kèm vào cuối sáng kiến kinh nghiệm NGƯỜI THỰC HIỆN SKKN (Ký tên ghi rõ họ tên) Đã kí Trần Thị Thảo XÁC NHẬN CỦA TỔ CHUYÊN MÔN (Ký tên ghi rõ họ tên) Đã kí Trần Thị Vân THỦ TRƯỞNG ĐƠN VỊ (Ký tên, ghi rõ họ tên đóng dấu đơn vị) Đã kí Nguyễn Việt Thanh