Guide secondary students use collocations to speak English fluently

CATEGORY
CONTENT
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A. INTRODUCTION 
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I. The reasons for choosing topic. 
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II. Research purposes. 
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III. Research subjects. 
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IV. Research methods. 
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B. CONTENT INITIVE EXPERIENCE 
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 I I. Theoretical basis of the problem
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II. State of the matter research. 
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1. To the teachers
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2. To the students
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III. Implementing measures
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1.Encourage and guide students how to learn the collocations effectively
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1.1. Introduce the role of collocation in communication
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1.2. Guide students how to learn collocations effectively.
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2. Providing students the habit of using the collocations in English subject.
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2.1 . Use collocations in lecture activities.
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2.2. Use collocations in pedagogical situations.
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2.3.Use collocations in skill lessons.
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3.Guide students to use the collocations in communication.
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3.1.Use simple collocations in daily communication.(Daily activities, weather, health..)
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3.2. Sử dụng các collocations theo chủ đề bài noí trong sách giáo khoa. (Sports, traffic, festivals)
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4. Illustrative lecture.
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IV. EFFECTIVENESS OF INITIATIVE.
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C. CONCLUSION AND RECOMMENDATION
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I. CONCLUSION. 
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II. REQUEST
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REFERENCES
A. INTRODUCTION
I. THE REASONS FOR CHOOSING TOPIC.
	It is an undeniable fact that English plays an increasingly role in our life nowadays. English is not only necessary in helping students improve knowledge through reading documentary in English or exchanging understandings but also helps them communicate with the others in the international integration stage. 
	In the past, teachers and English learners often focused on English grammar. Leading to grammar students was good without communicating English. When students encountered a situation they could only stand. In new English programme, the pilot program for each unit lesson can have from two to more than two skills. Every skill is important so students' speaking skills are also exploited more deeply.	
	Speaking skill is a difficult skill. When students want to speak well, they need to have a diverse knowledge of vocabulary. Because in speaking, grammar is not really important. So to help students communicate well in English. The teacher must guide and encourage students to be interested in speaking skills. One of the most effective way to get good results in their speaking is that they can use collocations. However, remembering a collocation is not easy and using it correctly seems to be more difficult. In this situation, the teacher needs to take a serious look at the teaching and learning of speaking in general and using of collocations when speaking in particular. 
	Collocations are a way of combining words together into phrases according to the habits of native speakers.Therefore, using collocations reasonably will make your speaking effective. After three years of struggling, I've learned from experience to form English speaking article titled "Guide secondary students use collocations to speak English fluently."
	By carrying out this study, the researcher wishes to give a hand in promoting speaking skill for secondary students.
	Perhaps my research is certainly not perfect so I am looking forward to receiving input from all of you.
Thank you.
II. RESEARCH PURPOSES.
	The purpose of this topic is to help users in English (Both teachers and students) aware of the importance of collocations in communication as well as in writing. Make a habit of using English phrases.
	Through collocations help train students in critical thinking, and their ability to synthesis of a certain problem in life.
	Collocations will help students expand vocabulary, ability to express more abundant. The use of the collocations in communication makes the speaking effective in language usage.
III. RESEARCH SUBJECTS.
	Audience research is geared to forging subject for secondary students in Van Du Thach Thanh, speaking skill through the use of collocations in English.
	The research focuses on three contents:
	- Encourage and guide students how to learn the collocations effectively.
	- Providing students the habit of using the collocations in English subject.
	- Guide students to use collocations in communication. 
IV. RESEARCH METHODS.
	The method I have used:
	- Research methodology built on theoretical basis.
	- Scientific research method: A method of observing the object a systematic way to gather information. There are two scientific observers are observing direct and indirect observations.
	- Methods of investigation: A method of teachers surveyed audience Secondary school students in Van Du to detect characteristics and learning styles, ability to post.
	- Experimental methods: The teacher actively impacts on students and the course of the student attendance to follow objectives, their expectation.
	- Methods of analysis summed up the experience: As a research methodology and review the practical achievements to draw conclusions useful for practice.
B. CONTENT INITIATIVE EXPERIENCE
I. THEORETICAL BASIS OF THE PROBLEM.
	Communication plays an important role in intergration stage, as well as in schools.
Speaking skill is an important skill for students to complete their synthesis capabilities. In communication the students express their opinions, their views on a particular issue in life. But how the students can speak English fluently.
Using Collocation in communication will help the language speaking naturally and effective with the listener. That is, Collocation is a way of combining words together to form phrases according to the use habits of native speakers. Therefore, using collocations will make our speaking and writing more natural, more like native speakers.
Collocation is important because they account for a large percentage of daily English. So choosing the right phrase helps learners express in a natural way, diverse and easy to understand as a native speaker. We cannot arbitrarily combine words together. So if you want to use the correct phrase, there is only the collocation learning method!
II. STATE OF THE MATTER RESEARCH.
	In English programs secondary education, speaking skill is less invested by the teachers. So the ability to speak, especially, senior students are often very limited. So the cause of the current situation happened?.
	1. To the teachers.
	In recent years, English teachers who have been invested more in knowledge and teaching assistant equipment. However, to meet the standard in accordance with the requirements of the subjects in English is still limited, Speaking is a difficult skill which asks teachers to invest more in lessons. Besides, guiding students uses the structural grammar, teachers have to guide them to apply flexible language structure
	Some teachers do not really care much about how to guide students to speak English because they do not see its importance or do not understand how to speak English well.
	The use of collocations in English during the teacher's lectures is very limited, because teachers have not really seen the role of expression in lessons. Add to that the collocations are fixed meaning- phrase should require users to be very careful language appropriate to the context, situation.
	2. To the students.
	Until now students have learnt English only in the passive form (Teachers say they understand such games), they do not have the concept of investment for subject because they consider that English is a foreign language. So the preparation of new and old studying at home is also deal, sketchy, especially in the regular classes.
	Students are not really interested in learning English now, particularly speaking skills because of limited vocabulary, structures did not remember, practice led to face many difficulties.
	Secondary students in the last three years, they have been accessed to English courses in secondary school. Students may not be led to the basics. Therefore the use of collocations in English for students is difficult.
	Here are the results of the current situation without application speaking using English collocations.
The survey used the collocations in academic subjects in English.
Number of students
Using effective
Use less
Never use
No
%
No
%
No
%
174
0
0
8
4,6
166
95.4
The survey used collocations in English speaking.
Number of students
Good use
Use less
No use
No
%
No
%
No
%
174
0
0
0
0
166
100
	From the results of this situation, to help students get better results in speaking, I have read the document, consult with colleagues and receive information from the students to get the solution and specific measures for the application on your topic.
III. IMPLEMENTING MEASURES.
1. Encourage and guide students how to learn collocations effectively.
	1.1. Introduce the role of collocation in communication.
Collocations are word combinations that frequently appear together. They will make your English communication sound more natural and fluent as the natives talk to each other. 
	1.2. Guide students how to learn collocations effectively.
	1.2.1. Record collocations.
This is also one of the most effective ways to learn collocations to help students remember for a long time
+ Recording in context. 
when you read it again, you can clearly remember how to use it most appropriately For example: English 6. Unit 12. Getting started 
Ex2. Match the activities with the pictures.
+ Highlight the collocation when caught in any text.
For example. English 7: Unit 2. health. Getting started
Ex1. Listen and read.
Phong: No, I don’t feel like it
Nick: you sound down Phong, are you ok?
Phong: I do feel kind of sad. I eat junk food all the time, so I’ m putting on weight too.
Nick: All the more reason to go out.
Phong: No, Nick. Plus, I think I have flu- I feel weak and tired. And, I might get sunburnt outside.
Nick: I won’t take no for an answer. I’m coming to your house now!
English 8: Unit 1. Leisure activities. Communication - ex1
1.2.2.Remember collocations.
Learning collocations is simpler than learning individual vocabulary. Some basic things to note are listed below:
1.2.2.1. Regular review.
This is the common way to remember the collocations or the new words. For example. you try to learn ten collocations in 2 days. You can learn all the ten collocations the first day and revise them the next day because revision is necessary. This helps you practice the words more times.The teacher ought to ask students to do in this way after the lessons like a homework and check their work in the next warm up.
Example: English 6. Unit 1. My new school - A closer look 1.
Ex2 . Work in pairs. Put the words in 1 in to groups. Can you add more nouns to the goups.
Play
Do
Have
Study 
football
music
the piano
badminton
chess
games
homework
judo
exercises
morning exercise
the housework
laundry
nothing
the cleaning
the cooking
the dishes
school
lunch
lessons
classes
lunch/dinner
a bath
a rest 
a meeting
 a drink
a good time
Physics
English
History
vocabulary
science
paintings
maps
literature
languages
English 6. Unit 6. Our Tet holiday- Acloser look 1
Ex3. Match the verbs with the suitable nouns.
cook special food (nấu các món đặc biệt)
go to a pagoda (tới chùa)
give/ get lucky money (cho tiền lì tì)
visit relatives (thăm họ hàng)
clean the furniture (lau chùi đồ đạc)
decorate our house (trang trí nhà cửa)
plant trees (trồng cây)
make a wish (ước một điều ước)
hang a calendar (treo lịch)
watch fireworks (xem pháo hoa)
do the shopping (đi mua sắm)
buy peach blossoms (mua hoa đào)
1.2.2.2. Develop a habit of using collocations to not only stop understanding but also use it quickly and smoothly in the head when it is possible.
- The teacher should encourage students from grade 6 who are just beginners and the new words which they need to learn firstly is “to have”, “to do” and “to make”Therefore the teacher had better teach them the collocations about “Have”, “do” and “make’
For example. To have
have an accident: gặp tai nạn	have a break: nghỉ giải lao
have a conversation/chat: tranh luận	have difficulty: gặp khó khăn
have an experience: có trải nghiệm	have a feeling: có cảm giác
have fun/a good time: có thời gian vui vẻ	have a look: trông chừng
have a party: tổ chức tiệc	have a trip/go: có một chuyến đi
have lunch/dinner: ăn trưa/tối	have a bath: tắm
have a rest: nghỉ ngơi	have a meeting: hẹn gặp
To do
do your homework/ the housework: làm bài tập về nhà/ làm việc nhà
do the ironing/shopping/washing/laundry: là quần áo, đi mua sắm,giặt đồ
do your best: làm hết sức mình	do damage: gây thiệt hại
do an experiment: làm thí nghiệm	do exercises: tập thể dục
 To make
make friends: làm bạn, kết bạn	make a mistake: gây ra sai lầm.
make the bed: dọn giường	make coffee: pha cafe
make a plan: lên kế hoạch	make a phone call: gọi điện
make a decision: quyết định 	make a change: thay đổi
make a choice: lựa chọn	make a comment: bình luận
- The teacher ought to check their homework by giving their good marks if someone using collocations in their presentation.
1.2.2.3. Learn group collocations to memorize more effectively.
It is possible to divide the group of collocations with the same subject, or divide the group of collocations with the same composition from them.
* Study through topics.
With students in grade six, seven at lower levels, it is more effective to help them divide groups by topic. These topics can be in the same order as in textbooks, such as school, friends, food, etc. Students at a higher level such as 8.9, will like to learn collocation with keywords (work, holiday, communication or learning grammar structure such as verb + noun, noun + adjective). etc.
English 8. Unit 10. communication ex1.
Before practice, teachers introduce new words and a number of related collocations in the sub-section and ask students to take notes and study at home.
- pre-/ primary/middle school trường mẫu giáo/ trường tiểu học/ trường Trung học.
- first grade, fifth grade : lớp 1, lớp 5
- get good grades : đạt điểm số cao
- take classes / courses/ notes: tham gia các khóa học/ lên lớp/ ghi chú
- give / make presentations : thuyết trình
- hand in one’s work : nộp bài tập
- give feedback : đưa ra những nhận xét, phản hồi
*Study through the key word.
1. Adverb + adjective.
- Deeply worried/ unhappy/ashamed/affected- lo lắng sâu sắc/ vô cùng không vui/ xấu hổ/ ảnh hưởng sâu sắc
Ex. Invading that country was an utterly stupid thing to do.
 We entered a richly decorated room.
 Are you fully aware of the implications of your action?
2. Ajective + noun.
- Big money/ mistake/ decision/surprise- món tiền lớn/ sai lầm lớn/ quyết định lớn/ bất ngờ lớn.
- old age – tuổi già
- new generation.- thế hệ mới
- natural disaster/ resources- thảm học thiên nhiên/ tài nguyên thiên nhiên
- native speaker- người bản ngữ
- nice time.- thời gian đẹp
- rich person- người giàu
- runny nose- chảy nước mũi
Ex. The doctor ordered him to take regular exercise.
The Titanic sank on its maiden voyage.
He was writhing on the ground in excruciating pain.
3. Noun + noun
Ex. Let’s give Mr Jones a round of applause.
The ceasefire agreement came into effect at 11am.
I’d like to buy two bars of soap please.
4. Noun + verb
Ex. The lion started to roar when it heard the dog barking.
Snow was falling as our plane took off.
The bomb went off when he started the car engine.
5. Verb + noun
Ex.	The prisoner was hanged for committing murder.
 I always try to do my homework in the morning, after making my bed.
 He has been asked to give a presentation about his work.
6. Verb + expression with preposition
Ex. We had to return home because we had run out of money.
 	At first her eyes filled with horror, and then she burst into tears.
Their behaviour was enough to drive anybody to crime.
7. Verb + adverb.
Ex.	She placed her keys gently on the table and sat down.
Mary whispered softly in John’s ear.
 I vaguely remember that it was growing dark when we left.
 8. Adverd+ adverb
 - right now – ngay bây giờ
 - pretty well- khá tốt
 - all alone- một mình
 - quite enough- khá đủ
 - all along- tất cả cùng
Ex. I’m sorry, but I can’t talk right now.
 I was scared because I was all alone
	2. Providing students the habit of using the collocations in English subject.
	A 45- minute lesson has got many formal activities, and other activities which depend on the content of the lesson. Normally, we have three main types of post are: The introduction- lesson corpus, skill lessons, practice grammar lessons. However, during a lecture, teachers often diverge the lesson five main sections are: Warm up, presentation, practice, production, and homework. Flexible use of proverbs in parts of the lesson will help the class atmosphere less tense, highly effective.
	Here are some specific solutions:
	2.1 . Use collocations in lecture activities.
	I. Warm up:
	Entering the class the teacher can:
	+ Joking a few sentences to stir up class as:
Warmly welcome Miss Phon. Please give her a round of applause.
	+ Asking some open questions:
	How are you to day? I’m having some health problem.
	What is the weather like to day? It is raining heavily.
	How often do you do the washing up?
 ..
	Based on the responses of students, the teacher might say:
Today, I'm in good spirits or in a bad mood because you are making good examples.
 II. Presentation:
	1. Pre - vocabulary:
The teacher introduces vocabulary in different procedures:
+ Suggestions from past pictures or real objects. In this case, the teacher can use the collocation "Give an example" 
 	+ Explaining new words and asks students to guess the word. If students respond well, teachers can compliment them with a proverb "Do good".
	2. Pre - model: (if applicable)
	The teacher gives some examples then asks students to make sentences then presents the model sentences. The teacher introduces grammatical sentences then writes on the board and asks students to write down and memorize. In this case, the teacher can use the following collocations to remind them all carefully documented "Take notes” and “Learn by heart”
	Set the scene: Today we are having a lesson about ...... 
 III. Practice:
	Teachers have students practice. The teacher can use the collocations “Please do exercises” During the practice, the teachers encourage students, sometimes urge them through the following phrases:
"Keep calm " or "Be ready" or "pay attention to” or “Don’t make mistakes” or “Do your best”
 IV. Production:
	- The teacher asks students to summarize their knowledge which they have learned.
	- The teacher retakes again and comments the lesson by a proverb.
"Learn by heart" or "Do well”................
 	V. Homework:
	- The teacher asks students:
	+ Learn and memory components from structural learned.
	+ Do the exercises in workbook.
	+ Prepare the next part.
	- Teachers can use some of the following collocations to remind children of studying at home: Please do your homework you’ ll be asked to give a presentation in the next lesson
Unit 8: LEISURE ACTIVITIES
Leisure activites
Watching TV
Playing football
Lesson 1: Getting started- Listen and read
I. Warm up: Brainstormings 
- Ask students to add some more. 
- Give comment: "Do good". 
 II. Presentation:
1. Pre - vocabulary:
- Elicit from the pictures or realities and say "Take a look".
+ Craft kit (n) – Bộ thủ công
+ Pet training (v) – huấn luyện thú cưng
+ Beads (n) – hạt
+ Making craft (v)- làm thủ công
- Ask students to read chorally and individaully.
- Check vocabulary: Rub out and remember
- Give comments "Do well".
2. Set the scene: Today we are having a lesson about Unit 1: Leisure activities - Getting started - Listen and read. And now We have a conversation between Nick, Mai and Phuc.
 III. Pra