TABLE OF CONTENTS Table of contents A INTRODUCTION I The reason of selecting the topic II Objectives of research, research tasks, methodology and scope of research Objectives of research Research tasks Research methodology Scope of research B CONTENT I The reasoning basis of the theme II The real situation of the matter The real state From this consequence, we can see that III Measure implementation Dividing groups and assigning their task at home The distribution of the speaking lesson 2.1 Pre- speaking strategies 2.2 While – speaking strategies 2.3 Post – speaking strategies IV The result of researching About the theory About the fact C CONCLUSION AND PROPOSAL I Conclusion II Proposal Pages 2 research 2 3 3 4 7 12 12 13 13 15 15 15 16 A INTRODUCTION I The reason of selecting the topic While a picture may be worth a thousand words, those words will no doubt come in handy if the picture is distorted or poorly understood After all, the most effective way to communicate is through speech The four language skills of listening, speaking, reading, and writing are all interconnected Proficiency in each skill is necessary to become a well-rounded communicator, but the ability to speak skillfully provides the speaker with several distinct advantages The capacity to put words together in a meaningful way to reflect thoughts, opinions, and feelings provides the speaker with these important advantages Here are some of the specific reasons why English learners are encouraged to speak in English- that’s why in Program Framework, Grade 11 textbooks; speaking is secondly taught to help students get knowledge in learning other skills such as: reading, listening and writing Moreover, throughout the world today, and especially in developing countries, there is a great need for people to speak English well Many employers look for English speakers smoothly So it is important for students to learn to speak English and for teachers to know how to teach speaking well In addition to, many teachers are already very good at teaching vocabulary and grammar in order to prepare students for examinations However, organizing lessons to practise speaking English can be a big challenge for both teachers and students In this situation, I try my best to find out effective methods to improve student’s speaking skill and I choose Unit – speaking in Tiếng Anh 11 to make my experience initiative “SOME EFFECTIVE TECHNIQUES TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 11 TO SPEAKING LESSON THROUGH LESSON TWO OF UNIT IN TIẾNG ANH 11” in order to gain the best lesson and help students improve their speaking skill II Objectives of research, research tasks, research methodology and scope of research Objectives of research a For the students In this topic, I mainly focus on the actual subjects of basic class 11 and introduce students know how to learn and gain speaking skill, through some steps in learning procedure, students not only understand effective and have suitable methods, but also apply those to fact situations in the life b For the Teachers: Find out the most effective methods to improve students’ speaking skill and know how to stimulate students to speaking lessons naturally Besides, teachers also draw from valuable experiments in making suitable lesson plans for different learners in each period Research tasks The purpose of research is to discover answer to questions through the application of scientific procedures The main aim of research is to find out the truth which is hid and which has not been discovered as yet Through this research I mention two main tasks: - Find out the actual situation of students’ attention to speaking lesson and academic research of practicing communication skill effectively - Apply my research to teaching practices, then compare, contrast the implementation of a topic And teachers evaluate and conclude the effectiveness of topic Research methodology - It’s a way to systematically solve the research problem It may be understood as a science of studying how research is done scientifically In this I study the behavior and instruments I use in performing research operations such as making observations, recording data, techniques of processing data and others Research methods refer to the information used in selecting and constructing research technique such as analysis of documents, questionaires, focused and group interview, survey, comparison and evaluation All those methods which are used during the course of studying my research problem are termed as research methods Since the object of research, particularly the applied research, it to arrive at a solution for a given problem, the available data and the unknown aspects of the problem have to be related to each other to make a solution possible Keeping this in view, I focus on: +/ I concern with the collection of data which is available without being sufficient to arrive at the required solution; +/ I use statistical techniques which are used for establishing relationship between the data and the unknown +/ I also apply the methods which are used to compare and evaluate the accuracy of the results obtained Scope of research The scope of study for a research paper is usually one of the first sections to the project It sets out the scope of my work and limitations, so I mainly focus on two aspects: +/ It’s about effective methods to teach Unit – B speaking in English book 11 Through this lesson, students know how to acquire speaking skill + I apply my search to students in grade 11 such 11 A2 and 11 H2 in Trieu Son high school B Content I The reasoning basis of the theme According to experts such as MC Gee (1977), Thornis (1980), Havernson & Haynes (1982) English teachers need to focus on effective factors of successful speaking lessons such as: students’ attention to the lesson, ability of , acting on a knowledge of grammar and vocabulary and ability of working individually, in pairs or in group However, fast or slow results depend on students’ understanding in mother tongue, health, and acumen in audiovisual capability Moreover, a number of impacts other elements come to learner’s unevened apprehension leveling Therefore, teachers need a concrete orientation in speaking such as teaching students ways how to use the language and communicational situations Most students are afraid of making mistakes in pronunciation Therefore, they not like speaking or join speaking lessons On the other hand, they only focus on doing tasks in textbook and not applying to practical situation Inferential capability, understanding and exposition to concepts such as words, phrases, and sentences which can impact effectively on reading How to understand lessons thoughtfully depends on students’ ability in learning a language In short, to gain a high result in attract students to speaking skill, teachers need flexibly not only classify students properly and find out effective methods, but also make up different situations which help weak students and stimulate strong ones in a speaking period Teacher should combine other skills such as speaking, writing in order to make lesson become attractive and interesting II The real situation of the matter The real state Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p 13) Speaking is a crucial part of second language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language Although English became one of the official subjects at school, but promoting its benefits has not been much interested, partly because the facilities are not high and don’t attract students’ passion for learning increasingly Some teachers complain that most students are not able to confide in communication Reason why students don’t enroll speaking activities in each lesson – students hate to speak, they only answer the questions required in each task of the textbook Students lacked motivation to solve situation in the life, even if the teacher give questions or cooperation, they show negative attitudes For most of the learners, speaking is an extremely difficult task that requires integrated body of skills, which also does not get easier with the practical situation and the accumulation of experience Teachers have an important role to improve speaking skill to their students to improve other language skills They can follow some stages and strategies when teaching this skill because speaking strategies are considered as the mental operations involved when teachers approach a text effectively and make sense of what they read However, some teachers have not applied flexibly theory into practice; have not integrated properly skills together in lesson, and innovative methods which are not suitable for the students That’s why the quality of the lesson is not effective and reduces During my teaching process in Trieu Son high school, I must look at actual issues in learning speaking skill of students in basic class 11 is very badly Students aren’t interested in this skill As you can see in this convey in basic classes 11 such as 11B2 and 11B1; Disadvantaged factors Percentage (? / 100%) Topic: - Most topics are strange to 70 % basic students; their content is complex and boring Tasks and activities: - They are 55% often suitable with students’ knowledge Some are too difficult and strange, and others are shortage of realistic Words and structures: - Students are in trouble with a lot of new and 80 % complex words or structures in one text Students’ habit in practicing speaking skill: - Only answer 90% questions in the task and be lazy in creation of the communication skill - Students also try to write without speaking Students’ belief: - Most students are 77 % afraid of making mistake (pronounce, rhyme, wrong answer) or getting communication problems Teaching aids: - Most classes lack of teaching aids 43 % - Teachers aren’t interested in teaching aids of each period Moreover, there are some disadvantages in applying unsuitable methods, skills to each lesson If it happens in a long time, it will affect to students’ ability in a language class and make them passive, lack flexibility, afraid to make a conservation For example, in Unit – B speaking in Tiếng Anh 11; Teacher and students’ contents limitations activities Before you speak - Most students used Teacher: - Ask students to Questions: - Which of the answers in reference give their opinions? competitions / contests book Students: - Give opinions below you like or -These questions dislike? aren’t attractive to - Why? start a lesson Teacher: Give useful - Time- consuming language While you speak - Students feel bored I Like ., but I don’t Task 1: Choose A, B, or and lazy like C that best suits the -Task only suits some Students: - Listen and meaning of the italicized students in the class copy down their notebook word - It is similar to reading lesson Teacher: - Ask students to work in pairs - Give useful language Students: - Work in pairs - Give answers and questions -Teacher: Ask students to work in group - Give some instructions to the lesson - Ask students to give answer - give a comment -Students: Raising their hand to talk Task 2: Ask their partner how he /she feels about each type of the competitions * What you think of the general knowledge Quiz? - Only stimulate some strong students - Only weak students are afraid of making mistake or not understanding their partner’s ideas After you speak -Talk about a competition or contest Where and when did you see or take part in it? What type of competition or contest? Who organized it? Who participated in it? Who won the competition? Who won the competition? Did you enjoy it? - Students aren’t selfconfident enough to make a dialogue - The atmosphere of the class is serene - Only gift students are eager to speak English - Everything seems to be a model Through my votes in the investigation and table of early year( 2015 -2016) in class 11B1, 11B2, the percentage of basic students’ result in ending the reading lesson of unit as follow: Class 11B1 Class sizes Good 44 = 0% - Class 11 B2 Class sizes Good Above average 03 = 6,8 % Average weakness poverty 15 = 34,1% 20 = 45,5 % 06 = 6,8 % Above Average weakness poverty average 43 2= 4,7% 15 =34,9 % 18 = 41.9% = 11.5 % 03 = 7% From this consequence, we can see that: From results of the current situation, I give some effective methods to help students have a good speaking lesson through part B in Unit (competitions) of basic English 11 I also show students that speaking is an interesting and important lesson Students will not be under pressure of studying And I realized good results in basic classes I apply my new methods in school year 2015- 2016 Students gradually know how to prepare a speaking lesson, performing and applying to other skills Each period, students discover new things for them In each period, students feel confident and comfortable in giving ideas, creation and apply it to practical situations in the life III Measure implementation Dividing groups and assigning their task at home a Way to perform: After finishing reading lesson, I will divide the class into four groups to prepare for the next lesson: Unit – B speaking Each group will make a discussion about the title of the next lesson There is no limit in their preparation Teachers will observer students in learning process to classify each group at the same level correspondence If students pay attention to the lesson, prepare the lesson well, involve in activities positively and have a lot of creation in each situation, they will be added good marks in their tests’ mark In contrast, if any groups ignore their task, they will be added bad marks in their test’s mark In sum, except for final first or second term test‘s mark, I will divide final mark total into two part: 80 Percent in the test and 20 % in learning process b The effect of this formation - For the Teachers: It will reflect exactly students’ ability in the class Discussion in group will help students feel more self –confident in speaking English among their friends as well as others Stimulating students to creation to make role-play in order to solve situation in the life better In addition, it is easy to comprehend the lesson without following a rigid model - For the Students: They will have to prepare lesson carefully, raise their hand to answer questions from the teacher, take in the activities sympathetically and pay attention to the lesson if they want to be added good marks Of course, they will feel more confident in communication and giving their own ideas or answers It also makes students aware of how the importance of language learning is The distribution of the reading lesson I divide the lesson into three main stages and distribute time properly to gain a high result The stages and strategies of speaking that I should promote for my students are: - pre-speaking, while speaking and post speaking stages These stages are very important when teaching this skill, each of these ones has its own characteristics, although they are related to one another That is, the prespeaking stage leads to the while-speaking stage and finally to the post – speaking one These stages make the students understand and improve speaking skill Teacher introduces some competition on TV and asks students which one they like best And then, I ask them some questions relating to the lesson Which competition you like best on TV? Why you like it? If you had a chance to participate in a competition on TV, Would you like to join it?  After listening to their answers, teacher gives comment and uses these questions and answers to lead in new lesson b The effect of the activity In a short time, I can introduce some competition on TV and also attract students to the lesson better In addition, students guess the content of the lesson 2.1 Pe- speaking strategies: Teacher can enable their students to understand a speaking text by giving useful language Thanks to this, students can apply them to their speaking This stage also helps to make the next stages of speaking more easily adaptable to students Therefore I must find out the best way to start an effective speaking lesson In this part, I divided into two parts: Brainstorming and providing students some vocabulary and structure to raise their speaking abilities a Brainstorming - In this part, I want students to think some things relating to the lesson in order to help them feel comfortable and understand speaking title more Sao Mai Television Singing Contest Wheel of fortune GAME SHOWS ON TV The price is right Olympic Games - b Teaching vocabulary It is very important for students to learn vocabulary Students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognise the item and its meaning Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention At this stage we are concerned not only with students understanding the meaning of words, but also being able to use them appropriately, taking into speaking lesson effectively In addition, I also ask students for words or sentences which can provide then in the process of speaking I read and ask students to repeat, then I check the pronunciation of the whole class and two students For example: - Native speaker (n): Người ngữ ( translation) General knowledge Quiz : Cuộc thi kiến thức chung Athletics Meeting : Cuộc thi điền kinh Observe (V): Quan sát Cheat ((n): Trò lừa bịp +/ Cheat someone out of + N : Lừa để lấy Achieve (v): Đạt Aim: To pronounce word exactly and provide students words to practice tasks and understand the content of speaking text By this way, students can get a deeper and better understanding of the meaning and the use of the vocabulary c Checking vocabulary I use pictures to check new words students have just learned I call some students give a sentence contained a new word For example: At center, we can speak to native speakers to improve English To achieve a higher result, both teams must complete five activities in all => Aims: students can get a deeper and better understanding of the meaning and the use of the vocabulary 2.2 While-speaking strategies The speaking activities of while-speaking stage help to encourage critical thinking of students and increase comprehension an easy retention This stage includes two activities Firstly, the teacher will give some small talks to make a model This can help students know how to start or finish a conversation For example: Hi everyone, I am Lee, welcome to my program, “Sao Mai Television Singing Contest” This part, I always encourage students ask me problems they faced at home From these complications, students will learn more in the fact They can know how to solve communicational situations in the life Secondly, Students will show their preparation at home to others in the class and the teacher observes and gives comments There are many ways to form in this stage such as: Giving opinions, discussing, matching, ask and answer However, I only focus on two main points: a Give instructions to help students understand more Students need to learn how to understand situations in the life without basing on paper Moreover, don’t make students feel bored with model conversations which are far from the reality To have this, teacher needs to make a suitable lesson plan, use tasks relating to the title, but it has real situations That is why I adapted tasks in textbook to give students free subjects For example: Task 1: Page 69 in textbook ( Tieng Anh 11) This is a model task It is simple, but boring Students will this task without having any difficulty They only speak or write “like” or “dislike” Supposing that they didn’t know anything about Art Competition, they could choose “like” Simply, they needn’t give any explanation for their choice or answer Therefore, I change this task to suit students’ ability and make the lesson become more attractive by making a short dialogue Eg: A short dialogue between Dao and Lan to ask for another option 10 - Only after students speak some English sentences will they feel better in communication than in repeating of traditional style Students can apply this way to their daily lives Eg: We can speak English with a native speaker Lan: Hello Peter: Nice to meet you Lan:: Do you like the weather in Viet Nam? Peter: Yes I like It is wonderful Task 2: Page 69 in textbook ( Tiếng Anh 11) In general, Most teacher ask students to work in pairs Using some adjectives to complete a conversation basing on a model one Eg: A: What you think of the General Knowledge Quiz? B: Oh, It’s great It’s an opportunity to test my general knowledge As you knew, if students only practise their Speaking skill by this way, they can’t know how to react in real situation They not have a communication environment, which is the main reason behind the ineffective teaching and learning of English As a result, students have become afraid of learning English To improve this issue, I adjusted this task to help students have confidence in communication - I set students in daily life and practise their interrogatives 11 In my opinion, we also need to keep in mind the fact that communication is a two - way process Not only does it make you seem uninterested, even rude if you don’t ask questions, you might also end up being the one who has to all the talking So, when you’ve run out of ideas about what to say next, remember: others might have something to add + What are you views on that? + How about you? What you think? + Why you think it is so great? Questions like this will keep the conversation going and will show your interest in other people’s opinion They will also give you time to relax a little and start enjoying yourself Eg: Jane: Have you ever taken part in any competitions or contests? Kate: No, I haven’t I only watch them on TV Jane: So, Which competition you often watch? Kate: Oh, “Arena 100” Jane: yeath, What type of competition is it? Kate: uhm, It is General Knowledge Quiz Jane: yes Ah, What you think of the General Knowledge Quiz? Kate: Oh, it’s great It’s an opportunity to test my general knowledge Jane: I think so And you want to take part in it? Kate: May be, If I have a chance, I will And you? This conversation will continue longer and longer It makes students feel confident and talk freely without being afraid of mistakes in speaking procedure ** The result of this method: Students needn’t try best to translate word or understand word’s meaning in the textbook and immate This simple activity encourages all students in the class to the lesson and not time – consuming After completing this, most students realise the purpose of the lesson 2.3 Posting-speaking strategies Following speaking experience, both formal and informal It is important to have students reflect upon their performance Their reflection , whether it is oral or written, should include the teacher, who can help them set personal goals for improving their speaking abilities This type of reflective accesment and goal setting encourages critical thought Some purposes for post-speaking activities are listed below 12 There are many ways to form this stage such as: Interviewing, recall the story or dialogue, role play , summerising the main points, card and discussion However, I chose role play and discussion to check their comprehension and retention of the information of a text that they have already tackled Role play in a simulation exercise where persons take on assumed roles in order to act out a scenario in a contrived setting The learners or participants can act out the assigned roles so as to explore the scenario, apply skill (may be communication, negotiation, debate etc.), experience the scenario from another view point, evoke and understand emotions that may be alien to them It helps to make sense of theory and gathers together the concepts into a practical experience, so I appreciate this activity because it supply for students’ speaking skill and make students believe in next lesson : part C (listening ) For example: Task 3, textbook, page 70 (Tieng Anh 11) To make this stage become better, I let students show students’ task prepared at home In this activity, I also adapted six questions of “after you speak” in task in the textbook, page 70 ( Tieng Anh 11) I want students to have real experience in daily life Group 1: Quiz Show “ Road to Mount Olympia” Group 2: Beauty contest Group 3: Ask “ Xoáy” and Answer “Xoay” Group 4: Show “The world around us” (Appendix) * Method:- Teacher calls each group to express its previous preparation - Teacher and other groups observe and give comment - Ask some questions if it is necessary - Teacher correct and give mistakes * ** The result of this method: This way is not only useful as a view, but greatly improves speaking skills Through this activity, students will review main and detailed information and practice their communicational skill Students are not in trouble with doing their task because they had thoughtful preparations However, Students not only understand the content, but also knows the aims of the preparation in order to achieve a complete knowledge This step helps students believe in their ability and they will be easy to have any communication with native speakers IV THE RESULT OF RESEARCHING Through the survey and empirical comparisons conducted, comparing the results of applying new methods to listening lessons in classes in the 2015-2016 school year 11 B2, 11 B1, shows that: About the theory: 1.1 For the teachers: Building the teaching methods in the spirit of innovation and appropriate for the requirements of students Applying flexible methods and skills or tips to practical teaching practice, thereby enhancing the quality of teaching subjects 13 1.2 For the students: Understand and know how to use proficiency skills, fast and efficient methods in making a conversation which can be applied to the fact They are confident, more interested in finding out information and solving situations in the daily life About the fact The result of tasks, homework, tests after the application of the subject shows that the spirit of learning and doing all the results of the students improved a lot compared with applying traditional methods: read, write and avoid speaking in speaking lesson To have a comparable basis and come up with the correct conclusions for the research process and subject to the applicable practice I have examined and collated survey results make all students before and after the application of subject to the classes: 11 H2 in 2013-2014 school year and 11 A2 in 20142015 school year (Time to all 10 minutes) - Class 11 H2 (The strong class of block 11) has not been applied on topic - Class 11 A2(the strong class of block 11) was applied on the subject => The test results of the two classes achieved as follows: Class Class Mark 0-4 Mark 5-6 Mark 7-8 Mark 9-10 sizes SL % SL % SL % SL % 11 H2 44 10 22,7 26 59,1 18,2 0 11 A2 46 8,7 12 26,1 20 43,5 10 21,7 And I also give two types of students’ common answers from two class 11 H2 and 11 A2 to show the effect of applying new methods in teaching speaking lesson and students’ understanding to the lesson as well as ways in which students To have a comparable basis and come up with the correct conclusions ? Task: Work in groups Talk about a competition or contest you have recently jointed or seen Use the suggestions below 1.Where and when did you see or take part in it? What type of competition or contest was it? Who organized it? Who participated in it? Who won the competition / contest? Did you enjoy it? Why? Why not? * Answer worksheet 1: Class 11H2 - Most students write answer on the paper and then they discuss in group and then one strong representative works as a journalist to interview others Journalist: Where and when did you see or take part in it? Member: Yes, I have I took part in “ Arena 100” Journalist: What type of competition or contest was it? Member: It was General Knowledge Quiz Journalist: Who organized it? Member: A Dutch TV production company 14 Journalist: Who won the competition / contest? Member: My friend, Nam Journalist: Did you enjoy it? Why? Why not? Member: Yes, I did It was interesting => They are really passive in communication Lack of flexibility when the journalist only uses these sentences to ask all members in group Sometimes, they forgot words and * Answer worksheet 2: Class 11 A2 - After being taught by new method in speaking lesson, most students are eager to new lessons than they used to be Each lesson, students start to become more self – confident in making conversations, debates and dialogues They aren’t afraid of mistakes in pronunciation or making sentences - After I give them this task They thought of making role play They make up a competition and each member in group has their own duty + MC: Introduce and hold a program or a competition + Examiner : Observe and give marks as well as comments + Participants: Listen to the rule and complete their competition + Audience: Give some questions to consolidate In short, Everyone in group can speak English in natural and comfortable mood Moreover the atmosphere of classroom becomes interesting By this way, we will avoid the traditional teaching method with which students stay passive in learning and not have a communication environment, which is the main reason behind the ineffective teaching and learning of English As a result, students have become afraid of learning C Conclusion and proposal I CONCLUSION Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p 13) Speaking is a crucial part of second language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language Therefore, we must use the attractive, appropriate procedure to assist in teaching for students in basic classes 11 to achieve good results Moreover, I use Unit – B reading in Tiếng Anh 11 to apply some effective methods for speaking lessons and I also hope that teachers 15 should apply different methods flexibly to attract students’ passion to each speaking lesson more and more Classrooms should be places where students can ask and answer meaningful questions and in which the teacher and students are co- Learns, collaborating with one another to communicate ideas and information Different group sizes (pairs, small groups, and large groups) provide opportunities for students to practise the different thinking and oral skills unique each configuration II PROPOSAL The methods applied in teaching speaking have obtained positive results However, there are restrictions in my topic I don’t realize Therefore, I look forward to hearing the comments from colleagues, especially the teachers who teaches English to make my topic more complete and more widely applied XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày tháng năm 2017 Tôi xin cam đoan SKKN viết, không chép Nguyễn Thị Mỹ Lệ REFERENCE “The Oxford English-Vietnamese Dictionary” (Đặng Ngọc Viễn) TIẾNG ANH 11 Http/ speaking method.com “ ENGLISH LANGUAGE TEACHING METHODOLOGY” (Dr Than Trong Lien Nhan, Hue University of Foreign Languages Http/ The role of speaking skill in the life Milada Broukal, (2002) – Introduced and annotated by Le Huy Lam TOEFL speaking flash Ho Chi Minh publisher 16 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Mỹ Lệ Chức vụ đơn vị công tác: Trường THPT Triệu Sơn Kết Cấp đánh đánh giá Năm học giá xếp loại TT Tên đề tài SKKN xếp loại đánh giá xếp (Phòng, Sở, (A, B, loại Tỉnh ) C) Some effective methods to Sở GD & ĐT C 2014 encourage the students in basic classes in basic classes 10 to reading lesson through lesson one of unit 16 in Tieng Anh 10 17 18 ... speaking in Tiếng Anh 11 to make my experience initiative SOME EFFECTIVE TECHNIQUES TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 11 TO SPEAKING LESSON THROUGH LESSON TWO OF UNIT IN TIẾNG ANH 11 ... structure to raise their speaking abilities a Brainstorming - In this part, I want students to think some things relating to the lesson in order to help them feel comfortable and understand speaking. .. loại Tỉnh ) C) Some effective methods to Sở GD & ĐT C 2014 encourage the students in basic classes in basic classes 10 to reading lesson through lesson one of unit 16 in Tieng Anh 10 17 18