Some techniques for teaching english speaking skill to nhu xuan high school

 PART I: INTRODUCTION
1. Reasons to choose the theme .
 Speaking as one of the four skills in English is seen as the most crucial skill to be mastered by English learners. For most people the successes in learning a language can be seen from how far the student can speak and communicate in the language learn. But in fact, to teach a speaking lesson successfully is always a big challenge. According to Murcia (2002:103) in Fauziati (2010:17”, speaking in a second language is “an activity requiring the intergration of many subsystems and all these factors combine to make speaking a second or a foreign language a formiddable task for language learners”. She futher mentions a number of features that interact to make speaking a challenging task for foreign language learners, such as contractions, vowel reduction, elision, slang and idioms, the stress, rhythm, and intonation of English. In my opinion, the most difficult aspect of spoken English is that it is almost always accomplished via interaction with at least one other spoken.
For these difficulties, the language lecturer is required to be able to creature and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skills. It means that the lecture plays an important role in determining what techniques can best encourage his student’s participation in the learning speaking process. 
When teaching the students at Nhu Xuan high school, the writer found that most of them are not interested in speaking lesson, passive in their class and even afraid of speacking their target language. 
Those above –mentioned reasons and my career passion motivate me to write this experience innovation with aims to share some of my opinions on the topic “ SOME TECHNIQUES FOR TEACHING ENGLISH SPEAKING SKILL TO NHU XUAN HIGH SCHOOL”
2. Purposes of the research
The main purposes of the research are to: 
- Motivate students learning speaking English lessons
- Correct some students’ common mistakes in prounouncing English and uses of structures
- Help students overcome their anxiety and be confident to speak their target English in front of their friends
- Provide reference materials for teachers who intend to make their teaching lesson more effective.
3. Method of the research.
- Gathering the information from the internet and reference books.
- Discussing for experiences from my colleagues.
- Teaching some classes using the techniques in compasion with their speaking result in the previous school year academic.
- Giving test for assessment.
- Gathering students’ results and evaluate.
4. Objective and Scope of the research.
The objective of the study is to motivate my students speaking English in classroom. 
These exercises are collected from the textbook “Tieng Anh 10”
The study was carried on students in two classes 10 C2 and 10 C6 at Nhu Xuan High School.
PART II: PROBLEM SOLVING
1. Theoretic basis of the problem	
This study employs the qualitative design by which the researcher intends “to discover and understand a phenomenon” (Arbain, 2017), (Nur, 2017) of techniques of teaching speaking used by the lecturer “in its natural setting” (Denzin & Lincoln, 1994:
Technique is a particular trick, strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with an approach as well” (Anthonys in Fauziati, 2009: 17). Thus, technique encompasses the actual moment-to-moment practices and behaviors that operate in teaching a language according to a particular method. In other words, technique is classroom practices done by the teacher when presenting a language program. This is the way the classroom activities are integrated into lessons and used as the basis for teaching and learning.
2. Practical basis of the problem 
 Nhu Xuan High school is one of the mountainous schools in Thanh Hoa province. People living here are likely to be poor and suffer from low income. As a result, students can not get a good chance of studying properly, especially English. They are not supplied enough modern teaching facilities in each classroom. More importantly, most of students are weak at English; Therefore, they feel shy and unconfident to speak English in front of their friends and their teacher as well. 
 Working as a teacher for a eight year, I myself understand the nature of the problem and do the research to find out some teaching techniques to apply in my classes to solve those problems
3. Solutions to the problem
 There are many techniques for teaching speaking. The following are some of the techniques for teaching speaking which can be implemented by the teacher:
3.1. Role-Playing
One of the methods suggested for developing speaking skill is role- playing, that is, creating a dramatic situation in a classroom, or in a part, simply acting out dialogues, but also in part re-labeling objects and people in the room to prepare for an imaginative role playing (Newmar in Fauziati, 2010:19).
3.2. Games
A game is one of activities which can help to crate dynamic, motivating classes. The reason is that real learning takes place when the students, in a relaxed atmosphere, participate in activities that require them to use what they have been drilled on.
33. Problem-Solving
Materials which focus on problem solving offer further opportunities for the students to work in pairs or small groups, to share information and opinions on topics, which are meaningful to them.
3.4. Discussion
Discussion may be composed of three to five students. If such a group work is used regularly and introduced with a careful explanation of its propose, the class will soon accept it as a natural activity.
3.5. Songs and quizzes
Using song in EFL classroom, especially speaking one can be both enjoyable and educational. Song usually provides a peaceful and happy mood for the listeners. Songs can also be used as a useful aid in the learning of vocabulary, pronunciation, structures, and sentence patterns.
4. DEMOSTRATION OF SOME TEACHING PERIODS USING THE TECHNIQUES
4.1 DEMOSTRATION 1 
ENGLISH 10:	Unit 1. A DAY IN THE LIFE OF
Lesson 2: B. Speaking
I. WARM UP
This word consists of 7 letters. It’s about.
Game: SHARK ATTACK
- Have Ss guess the word “routine”:
- Eplain the rules of the game.
- Ss play the game
- Lead Ss in the new lesson
II. PRE-SPEAKING
- Ask Ss some questions about their daily routine and their subjects at school:
1. What time do you get up?
2. What time do you go to school?
3. How many subjects do you have at school? ...
- Introduce one new word: “class meeting”
III. WHILE-SPEAKING
Task 1. Quan is a ten-grade student. He goes to school every morning. Below is his weekly timetable. Ask and answer questions with a partner, using the information from the timetable.
A:What time does Quan have a Civic Education lesson on Monday?
B: (He has a Civic Education lesson) at 7: 15 a.m.
or
A: What lesson does Quan have at 7:15 a.m. on Monday?
B: (At 7: 15 a.m. on Monday he has) a Civic Education lesson.
- Ss ask and answer in pairs, using the information in the timetable.
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
7:15
Civic
Physics
Physical
English
Maths
Literature
Education
Education
8:05
 Information
 Literature
Literature
Geography
Information
English
Technology
Technology
8:55
Maths
Biology
Literature
History
English
Maths
9:55
Maths
Chemistry
Physics
Physical
Physics
Maths
Education
Task 2. Talk about Quan’s activities, using the pictures below
Activity 1:Ss ask and answer about Quan’s activities in pairs
Example: A: What does Quan do at 2 p.m.?
 B: He gets up at 2 p.m.
Activity 2: Ss look at the pictures and talk about Quan’s activities.
Example: Quan gets up at 2 p.m. At 2: 15 p.m. he does his home work.
Activity 3:Game: Ss play a chain game in groups
Example: S1: Quan gets up at 2p.m.
 S2: Quan gets up at 2 p.m. At 2:15 p.m., he does his homework.
 S3: Quan gets up at 2 p.m. At 2:15 p.m., he does his homework. He watches TV at 4: 30 p.m.
 .
IV. POST-SPEAKING
Task 3. Tell classmates about your daily routine, Ss talk about their daily routine in front of their class.
4.2 DEMOSTRATION 2: ENGL ISH 10:
Unit 13. FILM AND CINEMA
Lesson 2: B. Speaking
I. WARM-UP
Match each of the following pictures with a type of film
Star wars
A
B
D
E
F
1. Science fiction
.
2. Comedy
.
3. Cartoon
.
4.Love story
.
5.Detective
.
II. PRE-SPEAKING
Rely on the pictures and practice like below:
A. What kind of film do you like much?
B. I likevery much.
A. What kind of film don’t you like very much?
B. I don’t likevery much.
A.What kind of film don’t you like at all?
B. I don’t likeat all.
III. WHILE-SPEAKING
Work in groups and practise talking about each kind of film, using the table below:
FILMS
ADJECTIVES
Detective
Interesting
Science fiction
Moving
Love story
Fascinating
Cartoon
Boring
Comedy
Exciting
Action
Violent
A:What do you think of horror films?
B:I find them really terrifying
C:I don’t agree with you. I find them very interesting
* Suggestions
A: What do you think of .........................?
B: Oh, I find them ......................
A: I don’t agree with you. I find them ........
B: I find it interesting/ moving/ violent
A: .I agree with you.I find them ........
IV. POST- SPEAKING
Work in pairs to talk about the film you have seen: Using the suggestions below:
A. Where did you see it?
B: I saw..
A. What kind of film is it?
B: It is Detective/ action/ cartoon/ love story..
A. How much do you like it?
B. Very much/ not very much/ not at all
A. Who is/ are the main character(s)?
B: He/ She is
A. How do you feel about it?
B:..
4. 3 DEMOSTRATION 3
TIENG ANH 10
UNIT 12: MUSIC
LESSON 2: SPEAKING
I. WARM – UP: Listening to music and guessing
- Asks Ss to listen to 4 pieces of music and guess what types of music they have heard.
- Calls Ss to give their answers.
- Checks the answers.
Answers: 
1.Classical music (Fur Elise–Beethoven)
2. Folk music (Bèo dạt mây trôi)
3. Pop music (Hello-Adele)
4. Jazz (Mona Lisa-Nat King Cole)
II. BEFORE YOU SPEAK
Task 1: Read and anwser questions.
- Chunks the text and highlights the stressed words in each chunk with Ss. Then, T reads the text to provide a model.
- Asks a S to read aloud the passage. T corrects Ss’ intonation and pronunciation if necessary.
- Picks some useful words or structures and introduces their meanings and usage to Ss. Then asks Ss to make sentences with these structures:
+ to keep/make sb happy 
+ to be easy to listen to
+ to cheer sb up 
+ to have the radio on
-T asks Ss to list some more music genres, adjectives and roles best describing those genres. T mindmaps Ss’ answers on the board.
Suggestions
+ Folk music: peaceful, lyrical; help sb forget troubles and worries.
+ Rock: exciting, strong; make sb excited
+ Classical music: relaxing, gentle, peaceful; make sb relaxed.
+ Pop: easy to listen to; cheer sb up, keep sb happy.
+ Jazz: gentle; make sb relaxed
III. WHILE YOU SPEAK
Task 2: Interview two friends 
−Before Ss do the task, T asks Ss what questions they can ask if they want to know about their friend’s favourite kind of music, reasons for listening to music, favourite band/musician/singer, favourite song/piece of music and when their friends listen to music.
−Suggested questions and answers: 
+ What kind of music do you like?
I’m a big fan of/I’m fond of/ I’m keen on/ I’m really into.
+ Why do you like it? 
Since/Because/The primary reason is
+ Who is your favourite singer/ musician? 
+ What is your favourite band?
+ What is your favourite song/ piece of music? 
My favourite  is
I’m crazy about.
I fancy.
+ When do you listen to music? 
- T tells Ss to form groups of 4 to interview each other.
- T goes around observing, offering help and collecting any mistakes and errors for later correction.
- Calls one group to stand up and makes the conversation they have just practiced.
Task 3: Report the information 
− Before Ss report, T provides the structures they can use: 
+ Both A and B like (pop music) because..
+ A likes (classical music) but B prefers/likes (jazz). A thinks (classical music) is relaxing and B thinks B is gentle. A’s favourite band is. and B’s favourite band is.
− T calls on some Ss to report what they have found out about their partners. 
− T takes notes of Ss’ mistakes for later correction.
IV. AFTER SPEAKING
Task 4: Talk about their favourite types of music.
- Asks Ss to prepare a talk in 1 min about their own taste in music
Calls some students to talk freely about music.
Task 5: Read the article “What your music taste says about you” (Appendix). 
- Distributes handouts to students. Give them 2mins to read.
- Calls 1-2 Ss and asks about her/his music taste. Asks whether she/he finds herself/himself in that article.
APPENDIX
What your music taste says about you
Think the music you love is part of your identity? You might be right. According to a study at the University of Texas which gave people questionnaires about their musical taste and intelligence tests, what you listen to reveals a surprising amount about you. So which of these four ‘super genres’ best describes your musical taste?
a) Blues, classical, folk, jazz .
b) Alternative, heavy metal, rock.
c) Country, pop, soundtracks.
d) Electronic, hip-hop, rap.
Ready? 
a) If you listen to this kind of music, you probably see yourself as unathletic (unhealthy, weak) , liberal (free) and intelligent (and do, in fact, do pretty well on exams and IQ tests). You are also probably very open to trying new experiences.
b)  You share most of your characteristics with the jazz/classical group, but you’re more likely to see yourself as athletic (healthy, strong) and slightly less likely to seek to control others.
c) You’re likely to be agreeable extroverted and conscientious. You also see yourself as attractive, wealthy and athletic, as well as politically conservative. Good news: this group is the least prone to depression Bad news: it scores lowest on IQ tests.
d) You’re extroverted, agreeable, attractive A and athletic, but you probably don’t share the political conservatism, wealth or lower IQ with the country/pop/soundtracks group. This group also scores highest for “blirtatiousness” – the tendency to blurt out your thoughts and feelings as soon as they arise A.
4.4 DEMOSTRATION 4: 
TIENG ANH 10 
UNIT 13: FILMS AND CINEMA
Lesson 2: Speaking
I. WARM- UP
Aims : to get used to the topic.
- Give sts some film posters on the board:
+ Names of the films:
 Shrek (1)
 The adventures of Sherlock Holmes. (2)
 The Lord of the Rings (3)
 Pearl Habour ( 4)
- Ask sts to match the films with the correct types of films .
- Listen and check.
II. BEFORE YOU SPEAK
Aims: :to focus sts on the topic and to introduce the words and phrases used in the task.
+ Task 1: 
- Ask sts to study the table on p. 134 and tick the boxes that suit their preferences for a particular type of films.
- Ask sts to compare their answers with a partner.
- Call on some sts to report their likes and dislikes.
- Listen and give remarks.
III.WHILE YOU SPEAK
Aims: Sts can talk about their favourite type of films..
+ Task 2: Find out what your friends feel about each kind of films.
- Give sts some new words:
 + violent (adj):
 + horrifying (adj) 
 + moving (adj):
 + find + O + Adj
- Ask sts to read the new words orally and individually
- Introduce sts some expressions of agreement and disagreement.
+ Agreement: 	+ Disagreement: 
 I agree 	 I don't think so.
 Yes, exactly 	Yes, but ...........
 Right / Sure ! 	I don't quite agree with you.
- Ask some sts to read the model conversation in the textbook.
- Divide the class into small groups of 3 and ask sts to find out what the others of their group feel about the given types of films.
- Go around to help sts if necessary .
- Call on some groups to practise the dialogues.
- Listen and give remarks.
+ Task 3: Find out the preferences of your friend for films.
- Introduce the structure “prefer st to st” , which can be used to talk about one’s preferences.
- Ask sts to make sentences with the structure.
- Call on two sts to read the model conversation in the textbook.
- Ask sts to work in pairs and find out about their partner’s preference for a particular type of films, basing on the model conversation.
- Go around to offer help.
- Ask some pairs to practise the dialogues.
- Listen and correct their mistakes.
IV. AFTER YOU SPEAK
Aims: Sts can talk about the film they have seen.
+ Task 4: Talk about a film you have seen.
- Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook.
- Ask sts to take turns to talk about the films they have seen. 
- Go around to help sts.
- Ask some sts present in front of the class if the permits
V. HOMEWORK
- Write a short paragraph about a film they have already said about.
5. The assessment of experimental results of the research
In general, data from observation and oral test results show that the techniques used by the lecturer in teaching speaking form the student centered interaction in which the students are dominant in classroom. This is in line with what Brown (2001) mention as follows: “Learner-centered approach helps to give students a sense of ‘ownership’ of their learning and there by adds to their intrinsic motivation”.
The problem faced by the students in learning speaking of class 10C2 and Class 10C6 are the difficulties of pronunciation and anxiety and shyness. After a school year, taught with new techniques, they are more eager in leaning speaking lessons. They actively took any chances to speak in English to share their ideas, thoughts and feelings. They felt more confident when using public speaking. On the other hands, the lectures also became more controlled and facilitated by the teacher.
Class: 10 C2 
Number of students: 40
Period
8-10
6.5-7.9
5-6.5
0 <5
Total
%
Total
%
Total
%
Total
%
2017-2018
1
2.5
8
20
18
45
13
32.5
2018-2019
4
10.0
16
40
13
32.5
7
17.5
Class: 10 C6 
Number of students: 38
Period
8-10
6.5-7.9
5-6.5
0 <5
Total
%
Total
%
Total
%
Total
%
2017-2018
0
0
6
15.8
10
26.4
22
57.8
2018-2019
2
5.3
14
36.8
12
31.5
10
26.4
PART III – CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions
 In this research, I have experienced some techniques to enhance students' activeness and fluency at grade 10th in learning English speaking skills. Thanks to the data collected from the document study, classroom observation and oral tests, I have come to the conclusion that the students in the research now are more active in speaking English. 
The students are used to work in groups to give opinion. In my opinion, this technique can improve students’ ability to remember the words. The teacher also used a role-play technique to teach speaking. It could make the students improve their pronunciation. The teacher also used guessing technique to teach speaking. It gave opportunities to the students to guess the expression in dialogue. The teacher always chose every student to answer questions about the dialogue that she read.
The lecture used game to teach speaking. The games can help the students to create dynamic and motivating class because the students asked by the teacher to make a clue and the other friend is guessing the answer. It made the students to be active and enjoyable, they hence would not be afraid to speak in front of the class.
 However, not all students can achieve the desired result because of their lack of vocabulary and grammar structure from their previous grades. I believe that keeping applying these techniques wil help the weak students have a better result at some point in the future. 
2. Suggestions fo