Experiences in guiding graders 8th participate in practicing speaking skill according to the specific topic in English 8 pilot program semester 1st actively and effectively

1. INTRODUCTION
1.1. REASONS FOR CHOOSING THE TOPIC
	As we know, the government and the state have recognized the importance of teaching and learning foreign languages ​​in general and English in particular in the system of schools in Vietnam. Studying and using English as a foreign language will contribute significantly to the country's development and development, bringing the country up to the advancement of humanity in the 21st century. More than ever, English is considered as the most popular language, a particularly useful means of communication, economic exchange, culture and etc... all over the world. For our country, learning English has been focused on all levels. This has demonstrated the full awareness and determination of the education authorities in equipping the future owners of this key language country. Good English in communication is the target of English teaching - learning throughout the school. As we all know under the new textbook program students learn English for 10 years from grade 3 to grade 12. This time is not long but enough to absorb and use a good foreign language such as English. In addition, the implementation of the method of communicative approach has created certain values. for students. Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages ​​that emphasizes interaction as both means and the ultimate goal of learning a language. It is also referred to as "communicative approach to the teaching of foreign languages" or simply the "communicative approach". This is an excellent method of teaching foreign languages ​​that has been developed and developed since the 70s of the last century, emphasizing communication as the approach and the target of language[1]. Under the guidance of the teacher, every hour of teaching success or not can not lack the preparation, arrangement, organization well. Teacher also has many advantages in organizing learning for students. 
	However, we encountered many difficulties in teaching directly in the classroom and class observation of my colleagues, I found that students can apply the knowledge that teachers have provided in practicing "Speak " faces many difficulties such as: 
	- Most students encounter many obstacles, difficulties when learning to speak most is when communicating with others.	
	- Students do not have enough input knowledge to practice. 
	- Activities, contents required during class, in textbooks require students to have background knowledge, deep knowledge about life, events, factors, cultural events, things in real life. 
	- Using English fluently to communicate is very modest; Students are also reluctant to use English in communication, especially high school students.
	- The students can't actually use this language to express what they want and they may tend to be nervous about trying to say something. 
Besides, traditional teaching methods have seemed to emphasize the learning of language system (rules of grammar and lists of vocabulary items )as a goal in its own right and failed to give learners an ability to gain realistic experiences
 in actually using the language knowledge gained. 
 	Of course, for various objective and subjective reasons, this is a concern for many English teachers at this level and for educational administrators throughout Vietnam. High school students communicate in good English is an important premise for exchanging and accessing opportunities for success in the next stage of development. In the process of teaching English in high school, I realized that there are many obstacles that prevent students from communicating in English. Fully aware of the above problem, I chose this topic to study to provide positive solutions to help students learn English better, especially improve the ability to speak English because ''speaking skill'' is a crucial part of language learning. The mastery of speaking skill in English is a priority for many language learners. 
Therefore, we must pay close attention to this skill to equip students with the ability to communicate confidently. To do this, the instructor needs to organize an attractive learning environment to engage more students. With that, students are confident enough, more confident to communicate in a foreign language later. Deriving from the general requirements of the industry, the key task of teaching and learning the subject, along with restrictions that has puzzled me for a long time. Casually looking for references on the Internet, I did additional research and apply a part of an initiative experienced high school teacher about teaching methods transplant listening and speaking skills in the same class. I realize that this initiative can apply in a part to the fact of my school. In addition, the assistance of professional English Education Department, attending special classes, by researching, studying some documents related to the issue. After a period of efforts to search, learn, use and invest in some specific lessons I've drawn some experiences to improve this period effectively at the beginning of the school year .
	Knowing that speaking skill is relatively difficult to teach students in rural areas, teachers need to find the best, most appropriate ways for students to feel more excited about learning. For that reason, in the process of teaching speaking skills, I also have a lot of thoughts, applications, and experiences to develop and improve this skill for students, trying to figure out the method. Teach the best speaking skills to yourself and help students understand the importance of the subject, to be more interested in the subject. I have boldly selected writing experience initiativesSo in this article, I would like to present the theme: Experiences in guiding graders 8th participate in practicing speaking skill according to the specific topic in English 8 pilot program semester 1st actively and effectively. I hope the reality of my work will help Ss to be more active in learning, accumulated knowledge, skills and create a lively atmosphere in the school, improve learning outcomes subjects. I look forward to sharing, commenting and contributing ideas to my Experience Initiative excellently form my friends, my colleagues and the readers, my friends.                    
1.2. PURPOSE OF THE STUDY:
The study, using innovative approaches to teaching transplant program details 
Speak in English eight pilot program to:
+  Help teachers design and organize a lesson, how to practice speaking effectively.
+ Help the student's mind smoothing, comfortable, with passion, excitement with
every lesson.
+ Find out the methodology of guiding students to train optimally applied to each class, each form of instruction to improve student self-learning in particular improve the quality of students' learning in general for English subject.
+ Help teachers factual basis to identify the strengths and weaknesses of his/ her self-improvement training activities, striving to continuously improve the quality and effectiveness of teaching.
Thereby, the exchange of experiences with colleagues, and finding better methods for teaching "Speak ".
1.3. Researched participants:
 - In this topic, I study the basic solutions after basic application for students in grade 8, Quang Long Secondary school, the medium students - the majority of subjects. 
 - The use of effective tricks in teaching speech. 
 - Create maximum communication opportunities for students.
1.4. Ways to conduct the theme:
- My real teaching at my school.
- Study communication materials on Communicative approach 
- Survey of students' English speaking practice. 
- Apply the solutions to the teaching practice in their unit.
2. RESEARCH CONTENTS
2.1. The theoretical problem of size 
 The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood. 
Based on the characteristics required of the general language courses, English in particular, the communication perspective is unique perspective of foreign language teaching in schools. Teaching this subject is essentially communicative competence training in the forms Listening- Speaking - Reading -Writing. It requires the environments with diversing situations. This environment is mainly due to the teachers to create a lot of new forms.
Based on the objectives of education, is focused on promoting a positive, dynamic and creative students, to establish the capacity of identifying and solving problems for students.
Based on the method of teaching the subject in general language skills and speaking skills in particular must comply with several things:
+ Strengthening the role of the student, the student is no longer a passive acquisition of linguistic knowledge that must be actively involved in activities to practice the language.
+ Minimize time teacher said in class, increase the time that uses language for sts.
+ Teach elicitation method: Teachers only inspire and lead students to find
answers.
+ Promote all available knowledge about the culture, society and language of 
students in language training.
+ Have a positive attitude to the students' language errors, and accept them as an 
essential part of the process of language learning, helping students to learn from the errors of themselves and their friends’.
+ Do not just pay attention to the final product of the exercise, but also pay attention to both the practice and methods of training students.
+ Promote self-learning capacity, lifelong learning in the age of information explosion, enhance individual learning to cooperate and coordinate.
The method is a content and soul in motion. Need to do simple activities[2].
To avoid heavy learning, stress, effect health, excitement and confidence in the students' learning. Creating favorable conditions for students to promote positive, proactive in acquiring lectures, mobilize every student work, assess the ability to work as a result of each student. No need for machinery that can organize, design object lesson under a flexible and lithe.
 On this basis, the teachers themselves must develop a plan of school activities, homework system, organization foreword operation, the operating instructions for students to dominate the academic content, proactively reach items objective knowledge, skills, attitudes, at the request of lessons through various forms of exercise, rich, attractive fit specific lessons, with characteristics and student performance, with specific conditions of class, school, district.
 In conclusion, to help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output. 
2. 2.The state of research issues:
a. Advantages
Although there are objective conditions and subjective influence directly in the teaching process, but we have to know ahead overcome the difficulties ahead, gradually improving the quality of teaching hours in order to meet the objectives, the new textbooks.
* The Teachers
- Initially approach uses relatively good teaching special techniques,techniques of teaching listening and speaking.
- Already familiar with the way of the initiative and organize a second transplant skills lessons.
- Coordinate quite flexible teaching techniques.
- Using the operating equipment of modern teaching to service process of teaching.
* The students:
- Students are getting used to this class.( picture 1)
- Some students have formed skills, academic skills.
b. Limitations/ weaknesses
*Teachers: Valve and some teachers face some difficulties in implementing certain actions, technical training, in the selection of appropriate techniques for each lesson, each stage of the lesson, and concerns use or use less proficient teaching materials. 
*Students:
- speaking English is limitted.
- Some children are afraid of speaking in English, trigger fear of making mistakes.
- Students who are new to reading speed, speaking of the native poeple.
c. Specific investigations:
Right from the beginning of the school year, I was driven to my plan and specific methods to actively investigate the situation of my students’learning to teach. I have set up surveys with content and I will present the results later.
2.3. The state of teaching "speaking skill" in an English class 8 in Quang Long Junior High School.
We - the teaching staff of English subjects must boldly look directly at the weak English-speaking realities of students at the junior high school. Most of the students in my school in particular and in schools in the district generally can not communicate in English. This must be taken care of by teachers as well as educational administrators. Through the unit survey to identify factors that interfere with the student's ability to communicate in English:
* Survey of interest in learning: The fact that through the survey and exploration of the attitudes of students to speaking classes and excitement of learning 8A and 8B grade students beginning the first semester of the academic year 2017-2018 before applying themes :
QUESTIONNAIRE ( face to face in communication and observation)
1. Are the subjects topics close to you?
2. What topics are boring with you?
3. Are activities appropriate to your level?
4. Do you have any difficulties communicating in English?
5. In class, do you like to work in pairs or groups?
6. Are you sefl- confident to learn to speak English?
7. Do you like to speak in English?
Some suggestions / requests: ........................
* Results of the survey 
I with colleagues in the investigation group, We explored objectively, interviewed 48 students directly and also collected the following results:
+ Some topics are not close to the level and the knowledge of the children: 64%
+ The good news with question 2 is that 48 interviewed children are very interested in the topics of the lessons.
+ Activities are not appropriate to their level: 43%
+ 70,8 % have difficulties communicating in English .
+ Students are afraid of making mistakes in the speaking process: 79%
+ Students may not understand what to do in the speaking activities: 38,7%
Morever, through observing students'participating in practicing speaking English in the lesons, some students say more than other students. Students have the habit of writing on paper without speaking. In addition, certain limitations in the application of methods and skills to teach classes in specific lessons in a long-term also affect the ability of students. While at lower secondary level, studying English as a Second Language is often considered as a junior high school 10th grade exam rather than an important mean of communication. This misconception of teachers and students needs to be changed.
Through the analysis above we see that most children with a love of the subject, preferring to dominate the knowledge and desire to express their own language, but the capital they need to be led cleverly, scientificly from teachers.
* Learning Outcomes 
Quality survey results at the beginning of the school year before applying, it reflects problems in the situation of students, with assessment and its own specialized professional group. Thus, not only in quality but almost every lesson 
overall quality is not high. Specifically:
Class
Well - Good
Fair
Weak-Poor
Numbers
(%)
Numbers
(%)
Numbers
(%)
8A(24 ss)
4
16,6
13
54,2
7
29,2
8B(24ss)
1
4,2
13
54,2
10
41,6
In summary, the survey of two contents in order to determine the factors that 
hinder the ability to communicate, ability to grasp the language of students, redefine the original reason I summarize some hard following main problems:
About students:
- Some lessons have distinct language training contents.
- Many activities are incompatible with the specific qualifications of students. Opportunities speak limited English. 
- Students have the habit of writing down on paper without saying. 
- Students fear of making mistakes in the procedures that (fear not pronounce certain words, afraid to say the wrong question ....)
- Students may not understand what to do in these activities speak.
 Other difficulties: There are topics given by the teacher not really appeal to students, vocabulary is not enough to provide for students to express their opinions out.
          Furthermore, students who have not really had an English environment on a regular basis to help them practice and reinforce their skills.
         The biggest obstacle hindering the development of student skills in English are situated in the main learning styles. Too many theoretical courses led to passive students in learning, they gradually become less dynamic and creative. That habit of learning has led to a lack of confidence in speaking English.
3. THE SOLUTIONS/ PROCEDURES
3.1. The Importance of Developing English Speaking Skills for Grade 8 
Students
"Speaking" is one of four important skills in teaching English so that students 
are able to practice fast and effective communication. Our students are weak in all four skills of listening, speaking, reading and writing. Especially the children are afraid to speaking English during school hours due to various reasons such as: embarrassed, reserved, afraid you laugh when you say wrong; Due to the large classes, teachers have little time for each student's skills. Having a good speaking practice will help overcome these limitations.
Speaking skills help students to have more training in a lesson.Guiding the principle in every hour learning foreign languages: old - new training. All new knowledge is gradually elicited from the knowledge learned in the previous lesson which makes students not afraid of new lessons.
While learning English, students can learn from each other, correct each other, freely say their own without being afraid of the teacher.
On the basis of the theory, the scientific basis of the subject and the actual quality of student learning in my school. I did research, and use it to draw some lessons to be followed in speaking effectively. Some main activities are that:
3.2. Prepare and arrange the speaking topic
 Do not cycle to textbook-like activities because they will make students feel bored and uninterested, not fully explore their ability to explore and be creative in their communication. By the easy situation they do not say, then say the difficult situation. Therefore, we should guide the students to follow the topics in the textbook, then do it themselves or in the same group to carry out the topics on the dialogue, self-comment ... in accordance with their ability, then Repeat at class (maybe each child, each group doing many different things) [3].
By doing this, I realized that they were thinking, exploring and saying everything they need to say. They are also excited about the subject, want to have a new subject sooner and more talkative because they have the opportunity to express themselves and to express themselves.
This not only creates conditions for good students to express themselves but also helps all students in the classroom, especially weak, timid, less English-speaking students. Because they are better advised by students, prepared at home and practicing well, they are not surprised and confident in speaking and communicating in public.
3.3. Form and organization of speaking
  This is also the key skill that determines success or failure in communication. If the class is not active, few students practice speaking skills, it is unsuccessful. If the class is vibrant, not inhibited and many students practice speaking skills then the lesson is considered successful.
Therefore, I think we should organize the "Open Classroom" - which can take students out of their familiar position to find the right person or stay in place for speaking in pairs. or group is very good (should n