Methods to innovate oral examination in grade 10 English at Nhu Xuan High School

I. INTRODUCTION:
1. REASONS FOR CHOOSING THE TOPIC:
Our country is entering the stage of industrialization, modernization and integration with the international community, especially our country has officially become a member of the WTO. Factors determining the success of the industrialization and modernization process are the resources of Vietnamese people who are developed in quantity and quality on the basis of improved intellectual standards. Therefore, the education and training of our country has also changed from the goals of education and training to teaching and learning methods to effectively contribute to the process of preparing the country's human resources in the first decade of the 21st century. In order to meet the new educational goals, the program to replace general education textbooks has had a positive change: focusing on innovating teaching methods, implementing teaching and learning based on the positive activities of students under the proper organization and guidance of teachers to develop creative independent thinking that contributes to forming methods and demands for self-study and fostering learning interest , create trust and joy in learning.
	Along with the renovation of the textbook program, the renewal of teaching methods, the issue of innovation and assessment is very important in the teaching and learning process. Innovating teaching methods and innovating tests are two closely related activities. Renewal and assessment are motivations for innovating teaching methods, contributing to realizing goals as the Minister of education- Phung Xuan Nha suggesting that localities should pay attention to propaganda to change awareness from teachers and students. To achieve the main goal of the Project "Teaching and learning foreign languages ​​in the National Education System in the period of 2015-2020") is "Foreign language becomes a means to work in an international environment, making foreign languages ​​become strength of the Vietnamese people ”. For this, it is necessary to change the motivation of the word "learn to test" into "learn to use". In the short term, we need to focus on teaching and learning English because this is a common language and the language of some of the world's strongest economies.
	The innovation and assessment includes many stages, many contents, in which the innovation of oral examination is very important because this is an ongoing activity. Taking an oral test not only checks at the beginning of each class but also happens throughout a lesson. If the teacher neglects not to perform good oral examination, the process of acquiring students' knowledge will be interrupted, they will fail the knowledge and skills needed in each lesson. This will affect the results of the periodic tests (1 period, semester, ...). In fact, the oral examination in the current English lessons is still inadequate due to the pressure of the knowledge and skills that need to be downloaded in each lesson, so the time for oral examination is very little. Besides, most students are passive, rote learning to cope, even some children lose their basic skills should be lazy in studying old lessons. To that reality, I boldly researched the topic "Methods to innovate oral examination in grade 10 English at Nhu Xuan High School" to help them be more active in learning and accumulating knowledge , skills and create a lively atmosphere during the lessons.
	2. AIMS OF THE STUDY
	The major aims of the study are:
	- To improve the quality of the lessons, help teachers to evaluate students easily.
	- Help the learning environment lively and help students to avoid the rote learning method, passive learning, learning to cope with it and promote the activeness and initiative of students. and bring high efficiency in teaching and learning.
	- To contribute a small part to the improvement of teaching and learning at Nhu Xuan high school
	3. METHOD OF STUDY
- Research in the teaching of English at Nhu Xuan High School.
- School year 2018 - 2019
- Grade 10 C5, 10C6, 10 C7.
- Using different types of exercises to get oral examination marks
- Using comparison in percent before and after studying to assess the quality of teaching and study
	4. PARTICIPANTS
The subjects chosen for the research include students in class 10C5, 10C6,10C7 of Nhu Xuan High School with the survey questionnaires, and 6 teachers who are currently teaching English. Their experience of teaching English varied from 10 years to 18 years. The research was carried out during the first term of the academic year 2018 – 2019 at Nhu Xuan High School.
II. CONTENTS:
	1. RATIONALE
	Teaching and learning activities always need feedback to adjust in time to create the highest level of performance reflected in the quality of students' learning. Regular testing helps teachers adjust and supplement the knowledge, skills and attitudes that the subject will set and will help students to formulate motives, correct learning attitudes, thereby accumulating Get the necessary knowledge and skills.
	The renewal of oral examination right at the class not only helps the learning environment lively but also helps students to avoid the rote learning method, passive learning, learning to cope with it and promote the activeness and initiative of students. and bring high efficiency in teaching and learning.
	2. REALITY.
	2.1. Advantages and difficulties
	Most of my students are ethnic minority children, knowledge of English subjects is still weak so many of them are not really interested in this subject. This leads to a high sense of self-discipline of many children. In order to deal with teachers, they often use rote learning without having to study vocabulary or practice skills.
	Examining the traditional old lesson is usually to call 1 or 2 students on the board to answer the question. This is time consuming, stressful for students even more, and it is impossible to check many children at once. Therefore, it is impossible to assess students' abilities. In addition, the fact that the students have a point that often neglects to study the old lesson because they think the teachers will not call themselves anymore, and the remaining weak ones will not call on the board many times. lesson time.
	All of these factors make students lazy and passive in learning, the quality of teaching and learning is not high. These facilities have helped me apply innovative methods of oral examination in English.
	2.2. Solutions and methods:
 	As mentioned above, the test to get a score is not only done at the beginning of each lesson but also depends on each skill, knowledge can be done at the beginning, middle or end of the lesson. In order to achieve a verbal examination of results, the following contents are required:
	a. Preparing for oral examination:
	- Preparing first is to determine the exact need to check
What: Teachers need to determine the minimum level of knowledge and skills that students have acquired in the learning process. The question for students must be accurate and clear so that students do not understand in two different meanings that lead to the answer to the topic.
	- Teachers must redesign requirements, exercises in textbooks or create similar exercises to prevent them from using the keys in the book "Good study guide" to deal with teachers.
	- Oral points column in personal score book is divided into two columns M1 & M2. M1 column will score students directly on the board to answer or do homework. M2 columns are scored for students who sit under the class to answer or do homework.
	The official score of students is the average score of M1 & M2
Grade 10 C6 Nhu Xuan High School (1st term / 2018-2019)
Number
Full name of sudents
M
M1
M2
 1
Lê Văn An
 5
 2
Hà Thị Thu Anh
 9
7
 3
Lương Ngọc Anh
 6
 4
Bùi Thị Kim Chi
 8
8
 5
Lê Phúc Chung
 5
 6
Lê Thị Diễn
 8
	b. Pedagogical requirements on how to organize oral examination:
	- Create favorable conditions for students to fully reveal their understanding.
- Base on oral answers and students' practical activities that detect the true state of their knowledge and skills.
	- The attitude and treatment of teachers with students is of great significance during the oral examination. Teachers need to listen to answers, monitor student activities and draw conclusions about students' knowledge status on that basis. Teacher's understanding of the student's personality, sensitivity and pedagogical sensitivity in many cases is a fundamental factor that helps to clearly see the student's level of knowledge and skills tested.
	- In the process of students answering questions that have many shortcomings or errors, if there is no reason why the teacher should not interrupt the students. The same is a mistake but the teacher must know what errors should be corrected immediately and what errors should be left for students to answer.
	- It is recommended to coordinate tests and at the same time can test many students while calling some students on the board, the teacher gives the students below the other questions and then collects the notes of some children to correct.
	- When organizing tests, teachers must deal with the following major problems: When one or more students are assigned to the board, what other students in the class need to do and how to do it. Teachers call many children at the same time, make different requests that match each student's level, then ask questions for the whole class after they complete their tasks as follows: "Do you answer the same?", "Do you agree with your answer?", "Is there any wrong or missing points?", ... In addition to the basic sentences, teachers have additional questions may be used during the oral examination. Thanks to these additional questions, teachers can visualize the quality of students' knowledge.
	c. Oral tests:
	As we know, oral examination is a regular and continuous process in teaching periods. Because this activity must be diverse to avoid monotonous boredom, create a lively atmosphere in the classroom and help students learn more effectively. Depending on each lesson and depending on the requirements of testing knowledge and skills, teachers may apply oral examination methods as follows:
	+ For vocabulary checking:
	Method 1: Call 3 students to the board. The teacher gives general questions to all students and the sudent who knows th answer first will be allowed to answer. The remaining students will answer additional questions or support the answers for their friends.
	Example: Check the vocabulary of Unit 1 - English 10
	Required by the teacher: "Write a word in English that means: ring
	Student 1: Insert word (go off)
	Student 2: Identify the word type (V)
	In this way, students will lessen the fear and fear of checking their mouths and have more choices.
	Method 2: Call 8 students to sit on the first row of rows, each student carries a paper marked with a numbered order from 1 to 10, the students in the remaining class will use a draft to write the words requested by teachers.
 	The teacher reads the words from 1 to 10 in Vietnamese and asks the students to write the corresponding words in English. Then take notes from these 8 students and some of their songs sit below to score. Each correct word corresponds to 1 point.
	Example: Unit 4: Special education - A. Reading
	1. khuyết tật 	6. Phản đối
	2. mù 	7. Tốn nhiều thời gian
	3. câm 	8. Tự hào
	4. điếc 	9. Cộng
	5. khuyết tật 	10. Trừ
	In this way, the teacher can also check the pronunciation part of the student by handing out handouts with a few words and asking the students to choose words that have a different underlined section than the other words or choose the word that has accents different from the remaining words.
	* Choose the word that has the underlined part from the others (English 10, unit 6)
1. A. attend 	B. plane 	 	C. celebration 	D.organization 
2. A. stripe 	B. tidy 	C. idea 	D. circus
3. A. comic 	B. volunteer 	C. model 	D. together
4. A. scout 	B. group 	C. couch 	D. house
5. A. teenager 	B. together 	C. guitar 	D. game
	+ For Reading lesson
	Right in the activities while - reading, teachers can also check to get oral examination points 
	Example 1: Unit 4: special education - A. Reading - English 10
	Multiple choice: 
1. Thuy’s class is different from other classes because the children 
A. are from large family	B. are less mentally retarded
C. love Maths very much	D. are disabled
2. At first the parents were the idea of sending their children to the special class.
interested in	C. sastisfied with	
opposed to	D. worried about
	Example 2: Unit 3; People’s Back ground– English 10 (True - False statements)
      Give some statements (handout) and ask to read these carefully and read the text to decide if each statement is true or false
1. Marie went to school in Warsaw	T
2. Her dream was to become a private tutor. F
3. At the Sorbonne, she studied very well.	T
4. She married Pierre Curie in 1894 F
5. She was the first woman professor at the Sorbonne. T
How to do it: After handing out the hanout, the teacher asks students to follow the individual, read the text and then do these exercises for about 8 minutes. During this time the teacher goes around the classroom to support the children and observe them not to look at each other. After the set time, the teachers collect some of the lessons, then ask the class to answer and mark at the class. And this column will go into the M2 column.
	 + For Speaking lesson:
	This is a very important skill, if done well, the examination of students' mouths of this skill will have a great effect on encouraging them to learn English. However, depending on their qualifications, teachers should make appropriate requests to encourage and encourage them to practice English. During Speaking, depending on the task, I will ask them to practice in pairs, groups or individuals. I also give students practice points of this skill. For this skill, I only apply the tasks that are just right for them. Or you can give a plus for students to volunteer to practice before class in pairs or groups.
	Example: Unit 4: Special education- B. Speaking - English 10
	Work with a partner. Ask and anser the questions:
1. What were your subjects then?
2. What was your timetable?
3. What about homework?
4. Which part of school did you enjoy?
5. What part of the school life didn't you like then?
	After giving instructions, suggestions and modeling to a good student in class, I ask students to practice in pairs. During the time they are practicing, I can go around to help them if necessary. After about 8-10 minutes I call some couples to stand up for practice then comment and give points.
	For Listening lessons:
	This is a difficult skill because their vocabulary is limited and they are not familiar with the native voice, so it is very difficult to test them in this new lesson. Instead, I will check for oral examination points through the knowledge they have learned from the old lesson. This test is done at the beginning of the following period.
	 How to do it: Call students to answer a question they have learned and reinforce it very well in the previous period (5 points), the second sentence you choose a friend (sitting under the class) to ask you a question in the lesson is then answered (2 points), the third one is asked by another student (sitting under the class) (3 points). The number of points that this student will score will be recorded in the M1 column, the number of points that the other two students ask the right question or the correct answer will be recorded in the M2 column. After a period of familiarity, it is necessary to raise the students' questions for their friends.
	For example: Taking oral points after students finish Part C - Listening section, (P67 - 68) unit 6- English 10
1. What was the weather like that day?
2. Was the Botanical Garden far from the school?
3. What other classes does Thu have on Thursday?
4. What’s Thu’s favorite subject? Why?
5. What’s Hoa’s favorite subject? Why?
	Obviously, the above test has followed the direction of innovating and evaluating and promoting students' activeness and creativity, creating conditions to stimulate thinking, dynamism about all activities in the class, reducing "teachers Centered "that enhances" student-centered ". However, teachers must be flexible to suggest students to ask questions in accordance with the content to be checked, so as not to digress and save time on new lessons.
	+ For Writing lessons:
	This skill is rarely applied to regular classroom tests because it takes a lot of time and is not suitable for testing. Therefore, to help children be more active in learning Writing skills, teachers can redesign some of the content to avoid students using reference books to cope with or offer forms. exercises more suitable as sentence building, sentence transformation ... for you to do then the teacher corrects and gives you some marks or points in groups.
	Example: Writing unit 5 - English 10: Task 4 Guided sentence building
	How to do it: After I suggest helping students get the necessary vocabulary and ideas, I ask students to work individually, each student will choose for themselves 3 sentences to complete and 3 sentences be like the person next to you.
	Task 4: Write a set of instructions on how to operate a TV with a remote control. Use the suggested words to build sentences (Writing unit 5 - English 10)
	1. If/ you/ want/ operate/ TV/ remote control, /you/ sure/ the cord/ plug in/ the main/ turn on.
	2. turn on/ TV, / press/ power.
	3. select/ programme/ press/ programme.
	4. watch / VTV1/VTV2/VTV3/VTV4, /press/ number/1/2/3/4
	5. adjust /volume/ press/ volume.
	6. If/you/not/want/hear/sound/press/ mute.
	 + For grammar class (language focus):
	For the new lesson, I often redesign some of the textbook exercises (to prevent students from using the manual to answer) and also add some multiple choice exercises in production. Then ask students to come up to the board to get points or collect some of their lessons to score.
	For example, Language focus Unit 5 - English 10 in the production part, I put in a multiple choice test to check students' understanding while strengthening their knowledge.
	Exercise 3: Choose the best option ( Unit 5 – E. Language focus - English 10)
1. A clock is an instrumenttells you the time.
A. who 	B. which	C. what	D. where
2. A fridge is a machine .is used for keeping food fresh.
A. which	 B. when 	C. who	D. whose
3. April 1st is the day is called April Fool’s Day in the West.
A. that	B. when 	C. which 	D. who
4. A nurse is a person .looks after patients.
A. who	B. why	C. whom	D. whose
5. A teacher is a person..gives lessons to students
A. whom	B. which	C. who	 D. what
	Thus, this is a form of examination that promotes the activeness and activeness of students, reducing stress in oral examination and promoting innovation in assessing both forms of autism and monitoring. Test, just take the oral points, just review.
	d. Research results:
	In order to evaluate the effectiveness of the application of this topic, I compared and statistics the results as follows:
	d.1. The year does not apply the topic:
	- Their oral test scores are not high, many children have a bad score (because they are lazy to learn old lessons).
	- Their grade point average is lower.
	Statistics of oral examination scores for the first semester of the 2018-2019 school year
Result before applying the research
The 1st term -School year: 2018-2019
 Class
Number of students
Good
Rather
Average 
Weak 
Amount 
(%)
Amount
(%)
Amount
(%)
Amount
(%)
10C5
40
0
0.0
8
20.0
22
55.0
10
25.0
10C6
38
0
0.0
10
24.0
24
62.0
4
14.0
10C7
37
0
0.0
9
26.0
21
56.0
7
18.0
	d.2. Year of application:
	- After half a year of applying this new method,