SKKN Suggestions for improving speaking skill in the new text book “Tieng Anh 10” to encourage students’ participation in speaking activities

n carrying out all the 
activities required. 
Sample teaching plan for Unit 1: Family life- part B: Speaking 
Time: 45 minutes 
I. Objectives: 
By the end of this lesson, students can. 
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1. Knowledge: 
 - Use lexical items related to the topic Family Life. 
 - Exchange opinions about household chores. 
2. Skills: 
 - Speak to exchange opinions about household chores. 
3. Attitude: 
 - Willingly acquire and exercise the tasks. 
 - Actively, creatively and cooperatively participate in and fulfill assigned tasks. 
 - Positively, confidently take part in discussing and presenting the result of the tasks 
during lessons. 
 - Build up and develop love and responsibility for family 
 - Be ready to do take actions to do the duties in the family 
4. Competences need to develop: 
 - Pair work and group work skill. 
 - Communicative competence. 
 - Creative competence. 
II. Preparations: 
 - Teacher: textbook, laptop, projector. 
 - Students: Textbook. 
III. Procedures: 
Time/Stages Activities Interactions 
1. Warm up 
3 minutes 
Activity: Brainstorming 
The purpose of this activity is to stimulate Ss before 
studying and revise some phrases of household chores 
they have learnt. 
- Ask Ss to make a list of household chores 
- Gather Ss‟ answers and write them down on the board. 
make the bed water the trees 
Work 
individually 
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take out the rubbish wash the dishes 
vacuum the floor feed the dogs 
hang up the clothes mop the floor 
sweep the house iron the clothes 
do the laundry cook the meals 
2. New lesson 
10 minutes 
1. Activity 1: Free speaking using guiding map 
The purpose of this activity is to provide a model 
conversation about expressing likes or dislikes when 
doing household chores. 
 - make a list of choices, give out like and dislike chores 
and the reason why. 
- provide some useful languages. 
- draw maps then asks students (about 10 students) in 
turn stand up and talk out loud before class. 
- Let sts draw and fill in the map after getting the 
answers from classmates. 
2. Activity 2: Matching and practising the 
Work in 
pairs 
LIKE 
I like+Ving 
I enjoy+Ving 
I adore+Ving 
I'm crazy 
about+ Ving 
I love+Ving 
DISLIKE 
I'm tired 
of+Ving 
I can't 
stand+Ving 
I detest 
+Ving 
I don't 
like+Ving 
I 
dislike+Ving 
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10 minutes 
18 minutes 
conversation 
- Ask Sts work in pairs to match Mai‟s answers with 
Anna‟s questions about household chores. 
- Ask for Sts‟ answers - Elicit feedback from the whole 
class - Provide final feedback and suggested answers for 
Sts: 
1.c 2.a 3. d 4. b 
 - Call on some pairs of Sts to practice reading the 
conversation. 
- Provide corrections on Sts‟ pronunciation if necessary. 
3. Activity 3: Presentation 
The purpose of this activity is to raise Sts‟ 
responsibilities and build up their love in sharing 
household chores with other family members. Students 
have to prepare a slide show presentation by group of 
six at home. Imagine that they are talking to their 
friends about household chores. 
- Prepare for presentation in 2 mins. 
- Go around to observe and provide help if necessary 
- Ask the representatives of some groups to present their 
tasks in front of the class 
- Elicit comments and feedback from the whole class 
- Give final comments on Sts‟ presentations 
Sample: 
 Everyday, I do some chores in my family such asI 
love..the most because . I also enjoy 
... since 
However, I dislike.because...... 
Next, I hate.. as 
In short, I love doing housework because I feel happy 
when I can help my parents 
Work in 
pairs 
Work in 
group 
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Sample teaching plan for Unit 2: Your Body and You- part B: Speaking 
Time: 45 minutes 
I. Objectives: 
By the end of this lesson, students can 
1. Knowledge: 
- Use words and phrases to describe good or bad habits. 
- Suggest ways to get rid of bad habits. 
2. Skills: 
- Talk about how to get rid of bad habits. 
3. Attitude: 
- Willingly acquire and exercise the tasks. 
- Actively, creatively and cooperatively participate in and fulfill assigned tasks. 
- Positively, confidently take part in presenting, discussing the result of the 
tasks during lessons. 
- Build up good habits. 
- Be ready to do take actions to get rid of bad habits. 
4. Competences need to develop: 
- Pair work and group work skill. 
- Communicative competence. 
- Creative competence. 
II. Preparations: 
- Teacher: textbook, laptop, projector. 
3. Consolidation 
3 minutes 
- Ask Sts to summarize the main points of the lesson. 
- Give feedbacks and marks. 
Work 
individually 
4. Homework 
1 minute 
Ask Sts to prepare for the next lesson. T Sts 
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- Students: Textbook. 
III. Procedures: 
Time/ stage Activities Interactions 
1.Warm-Up 
3 minutes 
The purpose of this activity is to create a 
comfortable class atmosphere for sts to study and 
to introduce the lesson. 
- Ask sts some questions about daily routine. 
 + What time do you get up? 
 + What do you do in your freetime? 
 + Do you like eating breakfast? 
 + Do you read book in the evening? 
 + Do you like playing game? 
 + Do you have any habits? what are they?... 
Teacher leads in new lesson by: talking about 
good and bad habits, ways to get rid of bad habits 
Tsts 
2.New lesson 
12 minutes 
Activity 1: Answering the questions 
Which of the following habits are good for you? 
- Let Sts to discuss in groups and find out which 
habits are good for them and which are bad for 
them? 
- Have Sts look at the list of habits in the textbook 
- Ask Sts to work in pairs to decide which ones 
are good and which ones are bad and explain their 
choices to the partner by talking about the effects 
of these habits on them 
- Call on some Sts to report their partner‟s choices 
and explanations 
- Provide some sample sentences for Sts of lower 
proficiency to talk 
=>There are a lot of reasons why some habits are 
Pair work 
T sts 
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26 minutes 
good for us. Firstly such habits as doing regular 
exercise and keeping a routine are good for our 
health. Besides some habits such as reading 
regularly help us to enrich our knowledge. In 
addition, other habits make us to behave better 
and live more independently. 
- Provide final comments on Sts‟ ideas, 
pronunciation, fluency and the use of vocabulary 
and grammatical structures. 
Activity 2: role-play 
The purpose of this activity is to choose one bad 
habit, make a list of Dos and Don‟ts and suggest 
some other ways to kick it. 
- Prepare a script of a role-play about habits (at 
home). 
- Encourage Sts to share their ideas from their 
own experience if possible. 
- Go around and offer help if necessary. 
- Call on some representatives from the groups to 
act out the role-play and record their preparations 
- Replay the video then give comments and 
marks. 
- Provide final feedback and comments on Ss‟ 
Performances. 
- Have some compliments for sts‟ performances 
to motivate them 
Group work 
3.Consolidation 
2 minutes 
- Ask Sts to summarize the main points of 
the lesson. 
Individual 
work 
4. Homework 
1 minutes 
- Ask sts to prepare for the next lesson 
Tsts 
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3.3. Results and Discussion 
 Having taught 2 classes with different orientations (with and without changing 
the activities in the new textbook), we see the differences of the attitudes and results 
between them. Their presentations are assessed through a speaking rubric (given in 
appendix 2) including a number of criteria, namely organization, explanation of ideas 
and information, eyes and body language, voice, visual aids, response to audience 
questions, participation in team presentation. On the other hands, with the aim of the 
study, I also focus on the attitude and effectiveness of adapting some techniques in 
speaking classes. 
 Last but not least, the finding of the study has shown out the results of students in 
speaking classes. Students who has been applied the techniques have better 
presentation skills than the students who carry out the speaking tasks without any 
adaptations. Most of them feel more motivated in speaking when performing before 
class. The atmosphere of speaking class is more interesting and comfortable when 
receiving the motivation and compliments from teachers. 
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PART III: CONCLUSION AND RECOMMENDATIONS 
1. Recapitulation and Implications 
 As we has mentioned from these first parts, the purpose of the study is to 
investigate these factors that are affecting speaking skill, explore some difficulties in 
speaking skill of the 10
th
 grade students at Le Viet Thuat High School and provide 
some suggestions and implications in English learning and make a contribution to 
teaching materials. The study has basically gained its aims through the combination 
of techniques and modifications in many speaking activities. 
 We have conducted an experimental teaching period to get a reliable result for 
the study. By using appendices, we handle the figures by qualitative and quantitative 
methods. The survey has shown that our project has brought out a significant change 
in learning and teaching speaking skill. In our opinion, giving motivation, using 
techniques and modifications are excellent way to encourage students participate in 
speaking skill. 
2. Limitations 
 The research only focuses on the teachers‟ views, attitudes, thinking and 
knowledge on the benefits of learning in term of creating motivation for students, 
improving speaking skill, learning autonomy and teamwork skills. 
 The research was conducted in the form of mixed research method but there is a 
limited number of participants because of covid 19 disease circumstance. If there are 
more participants, the results might have been more reliable. 
3. Recommendations 
 From the finding results, we are hopeful that this study can be the basic for 
everyone who pays attention to enlarge and deepen on communicative skill. We 
recommend that future studies about the topic relating to oral skill will be carried out 
and others authors will give more and more pedagogic recommendations to assist 
their students to communicate better in target language. 
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REFERENCES 
1. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: 
Oxford University Press. 
2. Bygate (2006) - Current Trends in the Development and Teaching of the Four 
Language skill, (1987)- Speaking Oxford: OUP 
3. Jo Mac Donough (1995) Spoken Language: What is it and How to Teach it: 
Cambridge University Publishers. 
4. Grace Stovall Burkat(1998) - Learning Strategies, London: Routledge and 
Prentice Hall Publishers. 
5. Hayirie Kaky - Strategies Competence in Foreign Language Teaching: Aarhus 
University press. 
6. McDonough J, & Shaw, C. (1993), Materials and Methods in ELT. A Teacher‟s 
Guide, Oxford: Blackwell Publishers. 
7. Carol J. Orwig- Guidelines for a Language and Culture Learning Programe: 
Chicago: SIL International. 
8. Victoria University of Wellington- Language Teaching Techniques 
APPENDICES 
APPENDIX 1: QUESTIONNAIRE FOR STUDENTS 
Please fill in the information and circle on the answer you choose 
Your name:  
Age: .......... 
1. How many years have you been learning English? ... 
2. According to you, which skill is the most important in learning English? 
 A. Reading C. Listening 
 B. Speaking D. Writing 
3. Are you interested in speaking lesson? 
A. Yes 
B. No 
Give the reasons why 
...........................................................................................................................................
...................................................................................................................... 
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4. How do you think about the speaking topics that new textbook give to you? 
A. Interested and motivated 
B. Excited and ready to talk 
C. Boring and uncomfortable 
D. Embarrassed and nervous 
5. When having conversation, do you understand your partners' idea? 
A. Easily although they sometimes express inappropriately 
B. Sometimes it is difficult to see what they mean or they cannot make it clear 
C. Usually get trouble with understanding 
6. What do you think about your English speaking skill? 
...........................................................................................................................................
....................................................................................................................... 
7. Which factors affect your interest in speaking lesson? 
. 
8. Do you have your own suggestions to improve English speaking skill? Let’s list 
out 
Thanks a lot for helping me ! 
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APPENDIX 2 
APPENDIX 3: STUDENTS’ PRESENTATION RESULTS 
Class 10T ( taught without modification) 
 NAME SCORE 
1 Nguyễn Bảo An 8 
2 Nguyễn Thị Vân Anh 6 
3 Trần Nguyên Anh 8 
4 Vũ Duy Anh 7 
5 Đặng Quốc Bảo 7 
6 Nguyễn Phạm Danh Danh 7 
7 Phạm Trí Dũng 8 
8 Võ Trọng Dũng 7 
9 Đào Thị Ánh Dương 8 
10 Hồ Đức Dương 8 
11 Dương Xuân Đạt 6 
12 Nguyễn Đình Đức 6 
13 Phạm Hồng Đức 7 
14 Nguyễn Trung Hoàng Gia 8 
15 Thái Doãn Minh Hiếu 7 
16 Nguyễn Văn Hoàn 7 
17 Phan Khánh Hoàng 7 
18 Trần Xuân Huế 6 
19 Nguyễn An Huy 7 
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20 Nguyễn Duy Khánh 7 
21 Nguyễn Văn Khánh 7 
22 Doãn Văn Trung Kiên 7 
23 Nguyễn Thị Thảo Linh 8 
24 Nguyễn Thành Long 8 
25 Trần Văn Hưng Nhân 8 
26 Nguyễn Trọng Phước 7 
27 Hoàng Nghĩa Quang 8 
28 Phạm Vinh Quang 7 
29 Nguyễn Đức Quân 7 
30 Phạm Minh Quân 7 
31 Lê Viết Sang 7 
32 Trần Huy Sơn 7 
33 Phan Tuệ Tâm 8 
34 Ngô Đức Thắng 7 
35 Ngô Quang Thắng 6 
36 Nguyễn Xuân Thắng 6 
37 Lê Thị Quỳnh Trang 7 
38 Vũ Lê Bảo Trân 8 
39 Dương Văn Viết 7 
40 Trần Quốc Vũ 6 
APPENDIX 4: STUDENTS’ PRESENTATION RESULTS 
Class 10D6 ( taught with modification) 
 NAME SCORE 
1 Bùi Kiều Anh 8 
2 Nguyễn Minh Anh 7 
3 Nguyễn Quỳnh Anh 8 
4 Lê Thị Hồng Ánh 8 
5 Trần Minh Ánh 7 
6 Đinh Thế Bảo 9 
7 Ngô Linh Chi 8 
8 Lê Văn Cường 9 
9 Nguyễn Văn Dũng 7 
10 Dương Xuân Đạt 7 
11 Đặng Thành Đạt 7 
12 Nguyễn Cao Xuân Đạt 8 
13 Nguyễn Thu Giang 8 
14 Trần Thị Phương Hoa 9 
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15 Hoàng Thị Thu Hoài 9 
16 Mai Thế Huy 8 
17 Hồ Phương Linh 9 
18 Dương Thị Khánh Linh 8 
19 Phan Thị Huyền Linh 8 
20 Vũ Thị Trang Linh 9 
21 Nguyễn Đức Long 8 
22 Lê Nguyễn Công Lực 8 
23 Tô Khánh Ly 8 
24 Hoàng Mạnh 7 
25 Phạm Thị Yến Ngọc 9 
26 Trần Thị Hồng Ngọc 9 
27 Nguyễn Lê Nguyên 9 
28 Nguyễn Thị Yến nhi 8 
29 Nguyễn Anh Phong 8 
30 Nguyễn Mai Phương 8 
31 Ngô Sỹ Trung Quân 8 
32 Lê Diễm Quỳnh 8 
33 Phan Thị Diễm Quỳnh 8 
34 Hoàng Nghĩa Sơn 8 
35 Thái Diệu Thùy 8 
36 Nguyễn Anh Thư 8 
37 Phạm Hà Thương 8 
38 Võ Hà Thương 7 
39 Nguyễn Thị Hồng Vân 7 
40 Phan Hà Vi 7 
41 Phan Phương Vi 7 
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APPENDIX 4: PICTURES OF STUDENTS’ PRESENTATIONS 
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