SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT CẨM THỦY 2

SÁNG KIẾN KINH NGHIỆM

IMPROVING SPEAKING SKILLS FOR GRADE 11 IN CAM THUY 2
HIGH SCHOOL THROUGH USING PICTURES

Người thực hiện: Nguyễn Thị Luyến
Chức vụ: Giáo viên
SKKN thuộc môn: Tiếng Anh

THANH HOÁ NĂM 2016


CONTENTS
I.

INTRODUCTION………………………………………………….. 1

1. Reasons for choosing the study………………………………………… 1
2. Objectives of the study…………………………………………………. . 1
3. Subjects of the study…………………………………………………… ..2
4. Methodologies…………………………………………………………… 2
II.

CONTENTS………………………………………………………….2

1. The theoretical basis ……………………………………………………...2
2. The reality of the study………………………………………………….. .3
3. Solutions……………………………………………………………… .. 3

3.1. The solution to solve the problem………………………………… …. 3
3.1.1. Using pictures in Warm-up parts……………………………… ….. 4
3.1.2. Using pictures in Pre-speaking parts………………………… ……. 4
3.1.3. Using pictures in While-speaking parts…………………… ………. 5
3.1.4. Using pictures in Post-speaking parts…………………

…………10

3.2. The results in researching the reality…………………………………..13
III. CONCLUSION………………………………………………………....15
1. Conclusion……………………………………………………………….15
2. Recommendation……………………………………………………...…15
IV. REFERENCES………………………………………………………….17

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I.

INTRODUCTION

1. Reasons for choosing the study
Along with the process of globalization, English is increasingly asserting its
importance worldwide. Speaking English fluently brings the learners many
opportunities in study and work. According to statistics from Wikipedia, more
than 400 million people use English as the native language and more than 1
billion people use it as a second language. In Vietnam, English is considered as
an official subject in schools of education system. Moreover, English is always
compulsory subjects for the high school. In the process of teaching and learning
English, the four language skills (listening, speaking, reading, and writing) are

simultaneously performed. However, to communicate with other people who
speak English as native speakers, learners have to pay attention to speaking
skills.
Worked as a teacher of English for five years, I realized that students can
understand grammar, reading comprehension, writing skill very quickly but
they are still limited in speaking skills. They have many difficulties in finding
words in context, reluctant ideas. I encourage them to develop their speaking
skills by using some techniques such as playing games, organizing groups’
activities and a small number of other activities. One of the useful methods I
use to teach speaking skill is using pictures.
Therefore, I am writing this article with the topic "Improving speaking skills
for grade 11 in Cam Thuy 2 high school through using pictures"
2. Objectives of the study
This study had
- To study the students’ attitude towards teaching English speaking skills using
the pictures.
- To improve students’ speaking skills
3.Subjects of the study
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Students in class 11C (grade 11) in Cam Thuy 2 High School of the school year
2015-2016
4. Methodologies
To accomplish this topic, I made the following methodologies:
- Document research
- Discussion
- Experiment
- Picture collection
- Experience summation

II.

CONTENT

1. The theoretical basis
As we all know, English is a common language and is used internationally;
People use it in work, study and entertainment. According to statistics from
December 24th, 2013 of the General Statistics Office, there are more than 7.5
million foreign people who visited and worked in Vietnam, reached 10.6% with
comparison to 2012. Along with implementing the project of developing
language in schools in the national education system in accordance with
Decision 1400 / QD-TTg of the Prime Minister, are training a large number of
people that have good abilities.
From the basis of language schemes in 2020 were evaluated ,after graduating
high school degree, students must have foreign language skills according to the
skills acquired B1 (level 3.
2. The reality of the study
Cam Thuy 2 High school is located in remote areas of Thanh Hoa province.
Students have

difficulties of all aspects, especially in access to foreign

languages. That led to their foreign learning capacity is still weak.
The teaching of English faces many difficulties:
- English is not the mother tongue
- Students haven’t got basic knowledge.
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- Students are not interested in studying English

- Students think that English is too difficult for them to learn,
- Teaching Methods’ teachers are not attractive
- Number of students in each classroom are overcrowding (36-48) and
unclassified.
- Shortage of teaching equipment
- Parents are not aware of the necessity of English courses
As stated above, the teaching of English meets a lot of difficulties at Cam Thuy
high school, especially speaking lessons. Students are not really flexible to
think of the ideas. Moreover, some good students who have got beautiful ideas
are lack of the relevant vocabularies to express.
3. Solutions
3.1. The solution to solve the problem
In this topic I have just focused on using measures "Improving speaking skills
through the use of pictures in teaching Speaking lessons". However, this
measure is used in different parts of lessons and applications as well as different
effects in each lesson. Specifically I have used in the following sections:
3.1.1. Using pictures in Warm-up parts
Warm-up section is an introduction to each lesson, each teacher has different
ways to start their lessons and most of the activities in this section are related to
the topic of the lesson or the title of each unit. There are many games in
Warm-up such as Kim's game, noughts and crosses, Crossword, Magic hat /
wheel, Matching, Guessing, Answering the questions, etc. In the games and
activities, each teacher are tailoring to fit the objectives of his lesson. I always
change the activities and games to attract students.
Here are some samples I have designed:
Unit 3: A Party

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In Warm-up, teacher ask students to talk about a party. we give students the
pictures about the party. we can design a lot of games for the Warm-up using a
lot of pictures related to the unit.
KIM’S GAME
Rule: Look at six pictures in 1 minute and try to remember the names of the
parties mentioned. After that, the representative of each group will go to the black
board and write down all the names you can remember. Which group has more
correct answers will be the winner.

- T divides class into 2 groups A and B
- T gives the rule and checks Ss’ understanding
- T shows pictures in 1 minute.
- T calls the representatives of 2 groups to go the BB and write the answers
- T checks the answers with the whole class.
- T declares the winner.
Suggested answers:
1. A birthday party
4. A wedding party
2. A celebration
5. A wedding anniversary
3. A thanksgiving party 6. A valentine’s day.
Unit 4: Volunteer work
MATCHING
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Rule: There are six pictures. Your duty is choosing the definition in the box for
each picture
a.
Playing with disabled

children
b.
Directing the traffic
c.
Taking care of war
invalids
d.
Teaching children in
mountainous areas
e.
Cleaning
the
environment
f.
Visiting the Cemetery

- T divides class into 2 groups A and B and asks them to choose the
definitions for the pictures.
- T calls on 2 Ss of 2 groups to write the answers on the BB
- Give comment and lead in the lesson
3.1.2. Using pictures in the Pre-Speaking

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This was not a central part of the lesson, but the lesson is very important. With
this section teachers will give students vocabulary (new words / vocabulary) in
the post (if any) and provide structures , knowledge of the unit for students to
use as well as making models (samples) for students rely on.
Similarly WAM-up section, these images are also used in activities such as

teaching new words or brainstorming, matching, prediction activities, etc.
Particularly, the images will be used to help students understand the situation or
sentences in context without translating into the Vietnamese.
The following examples of some activities have been designed:
Unit 4: Volunteer Work
Content of this lesson is to ask students questions and answers about the
volunteer work that they have joined. I ask students to view photos and answer
the questions given by the teacher.
• Checking vocabulary: Slap the board
* Answering the questions basing on the pictures:
1.Who can you see in the pictures?
2. What kinds of volunteer work are they taking part in?
3. What exactly are the volunteers doing?
4. Can you describe their feeling by guessing?

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Suggested answers:
1. I see the old,the handicapped/disabled, people in mountainous area (ethnic
people) and the volunteers.
2. Picture 1: They are taking part in helping the old/ the aged.
Picture 2: They are helping the handicapped/disabled.
Picture 3: They are helping people in mountainous areas (helping ethnic
people).
Picture 4: Maybe they are helping the poor or the sick
3. Picture 1: Maybe they are giving the old money, clothes and care for them
Picture 2: Maybe they are taking them to some places of interest.
Picture 3: Maybe they are giving them care, clothes, food and playing with
them.

Picture 4: They are building houses or bathroom for them
4.Look at their face, I guess that they are very happy and proud of their work
Unit 7: World population
The content of this lesson is to ask students to talk about the causes,
consequences and measures to solve the problem of overpopulation. To lead in
the lesson, I have used the images of brainstorming activities to help students
learn and visualize the reality of the consequences of population explosion
through images.
Brainstorming: Look at the pictures and tell me the consequences of
overpopulation.
Also by the method described contend with two key questions:
What can you see in the pictures?
What does each picture tell you?
I ask students to discuss with each other and give the English name of the
consequences.

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- T asks Ss to look at the pictures and call out the English meanings of these
pictures
Suggested answers:
1. not having enough food (famine)
2. low living standard
3. lacking of schools
4. too crowded (unemployed/ social evils…)
5. poor living conditions
6. lacking of hospitals
3.1.3. Using pictures in the While-speaking
In this stage, the focus of all the student and stage plays a key role in the

operation. Students do not find relevant words or do not know how to speak as
well as abuse of the mother tongue are problems so I used the integrated image
in this section. Activities which have often used are working in pairs or groups
to discuss the contents of the pictures
Here are some examples:
Unit 3: A Party
Task 3: Work in groups. You are take part in a competition to organize the best
party. Questions and pictures below may be useful for you.
-T moves around and asks sts to have answers
-T can ask and answer together
*Make questions:
+ budget: How much do you spend for your party? Where is your budget
from?

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Example: Save money or ask parents for some money
+ date and time: When do you organize your party?
+ who to invite: Who have been invited to the party? How many people do you
invite to the party?

+place:Where do you organize your party?

+ Formal/informal: What kind of clothes do you dress at the party?
+ decoration: How do you decorate your party?

+ entertainment: What activities will take place?
+ food and drink: What food and drink will be served?


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- T devices class into group of 4
- T asks each group to prepare the ideas of a party by answering those above
questions.
- T goes around to control and help them.
Unit 8: Celebrations
Task 3: Work in pairs. Ask and answer about the holidays above, using the
dialogue as the model in Task 1.
This lesson about the festivals in the world, some students have never known
them. Therefore, the use of images in this task helps students practical approach
and a understanding of English meaning is given in the lesson. the image is
used as follows:

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i. Using pictures in the Post-speaking
This section is usually part to train more skilled teachers tell students or
associated with other skills or skills integrated method for students to play some
games to reinforce the lesson. In each different activity it has a different design
and can also use the image related to the lesson for the students to discuss
individually or in groups and then presented to the class.
Example:
Unit 7: World population
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Students talk about the causes, consequences and measures to tackle the

problem of population explosion. The teacher asks students to work in four
groups, each assigned to one of 4 paintings after and requires that depict
paintings. Then the teachers called each appoint a representative in his group
stood up and presented to the class.

Teachers make a model

As we can see, the Earth looks like an old man. He is carrying a lot of people on
his head and both his arms. Look at his face, I’m sure that he feels very
tired.Maybe she can’t have enough energy to bring all the population in the future.

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Thus to describe the image above students will use their knowledge further part
in the previous period to enrich for his speech. Moreover, these images is about
overpopulation problem which is humorous so it makes students excited to talk
to each other.
In this part, teacher can design some small games to help students master the
lesson such as Lucky numbers, Matching, Ring the golden bell ... and in that
game we used integrated pictures in that games.
3.2. The results in researching the reality
Through a number of lessons in class 11C may use the images in the work, I
find that the students are very curious and interested in the pictures and more
active in class. They take the time to think vocabulary as well as to exchange
ideas with each other, the atmosphere is more relaxed than school.
Through discussions with a number of students in the class of the effectiveness
of this measure is the children answered as follows:
Nguyen Thi Thu, class president: "I saw the image she used in class is very
significant, it helps us with lessons accessible and understandable all over.

Moreover, thanks to the image she made, we were more easy to say. "
Pham Ba Binh, students with the highest English language arts, said: "although
the highest point you tell the truth to her class but so far I fear the most is to
speak English, you can not pronounce correctly and no many ideas to say. Since
her announcement 15 minutes 1 post checks say, I'm very scared. However in
the learning process, in addition to the instructions in the textbooks, she uses
more realistic images so it makes me more excited to talk more, together with
you, I have gradually hone the skill to say his reflection before the surprise of
her questions. "
Pham Ba Hoang, deputy class, one of the weaker students learn best English
subject replied: "I learned so bad in English, including grammar and vocabulary
to skills. But when she used the image of the lessons to help you more thic this

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subject. Thanks to the image, you remember vocabulary more easily, in the
more say you join your work with more than 10 grade year. "
Thus through the consultation of a number of students in the class, I felt very
happy to receive positive feedback from students. And I also found themselves
more boldly when they speak. Although not yet overcome all difficulties in
teaching all speak English, but a somewhat eased longstanding burden of a
foreign language teacher like me. My students were excited and eager to learn
more involved in more activities.
III. CONCLUSION
We all know that English is the most widely spoken languages in the world, and
today it is used as an international language. In the current trend of integration,
English occupies an important position. Therefore, education of our country has
taken to teaching English in schools as a compulsory subject in order to create a
solid foundation for future students. But for good people, the compulsory

school school teachers must also find appropriate methods to communicate.
Through this article, I have shared my teaching experience over the years. I also
hope that with this small experience will help my students develop skills
increasingly talking more and more confidence to continue on the path to
conquer his knowledge. Also through this experience, I hope that colleagues
will help those struggling teachers in teaching high school English speakers can
find a way to remove yourself.
1. Conclusion
As stated in Section 2.2 specifically, in this article I use the method of taking
pictures through a number of activities in order to raise Speaking lessons say
caao skills for students. The use of images is done in the following sections:
- Use images in the Warm-up
- Use images in the Pre-speaking
- Use images in the While-speaking
- Use pictures in the Post-speaking
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2.Recommendation
Through this theme, I have some suggestions below:
- For superior:
+ To organize more training courses on new teaching methods, organized the
contest application new teaching methods to encourage the teaching of English.
+ According to foreign language projects in 2020 and a standard framework for
assessing foreign language capacity of Europe requires high school students to
achieve B1 level after college, I propose to the superiors should have the form
of inspection, examination ensure all new skill set and not heavy on reading,
writing, grammar today.
- For schools:
+ Interests, reminds teachers new teaching methods more uniform way.

+ Organization of the club, English contest for students to participate so that
they have more opportunities to develop speaking skills more.
- For the English teacher:
More active in finding appropriate methods to stimulate the school spirit
between students. Must give them psychological comfort and lightness while
learning English. Always seeking to innovate and apply new teaching methods
in the class to take the lessons effectively. Not forced, forced students to learn
English under any condition and form, to encourage and motivate them to use
more English in the classroom. Always place the students, a central role in
every lesson and avoid speaking skills neglect.

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XÁC NHẬN CỦA
THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 12 tháng 4 năm 2016
Tôi xin cam đoan đây là SKKN của mình
viết, không sao chép nội dung của người
khác.

Nguyễn Thị Luyến

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IV. REFERENCES
1. Google.com.vn/images
2. />3. />4. />5.


/>
tieng-anh/
6. 11 English Textbooks of the Ministry of Education and Training
7. Violet.vn

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APPENDIXES
LESSON PLAN
UNIT 3: A PARTY
Lesson: SPEAKING
I.
OBJECTIVES
By the end of the lesson, Ss will be able to:
- talk about party and plan for them
- improve speaking skill: interacting and communicating
II.
LEXICAL ITEMS
- No vocabulary
III. TEACHING AIDS
- Textbook, poster, chalk, pictures, projector…
IV. TEACHING PROCEDURE
1.
WARM-UP (5mins)
KIM’S GAME
Rule: Look at six pictures in 1 minute and try to remember the names of the
parties mentioned. After that, the representative of each group will go to the black
board and write down all the names you can remember. Which group has more

correct answers will be the winner.

20


- T divides class into 2 groups A and B
- T gives the rule and checks Ss’ understanding
- T shows pictures in 1 minute.
- T calls the representatives of 2 groups to go the BB and write the answers
- T checks the answers with the whole class.
- T declares the winner.
Suggested answers:
1. A birthday party
4. A wedding party
2. A celebration
5. A wedding anniversary
3. A thanksgiving party 6. A valentine’s day.
Lead-in:
- T asks Ss some questions: Have you ever gone to these kinds of parties?
Do you want to hold a party?
Today, we are going to talk about the party you have just gone or you like.
2. PRE-SPEAKING (10mins)
T show a picture of wedding party and give a situation: Yesterday, I went to
this wedding party. Please ask me some questions to get as much information
about it as you can.
- T gives example: whose party was it?
- T answers Ss' questions
- Suggested questions:
1. Who gave the party?
2. Where did it take place? Was it a nice place?

3. What time did it start and end?
4. On what occasion was the party held?
5. What activities did you do there?
6. Did you have a good time?
7. How were the people like?
8. What about foods and drinks?
- T shows model of conversation on the screen
S: Whose party was it?
T: That is my friend, Ha. She got married to Hung.
S: Where did it take place?
T: It took place at Huong Giang hotel in Hue city.
S: Was it a nice place?
T: Yes, it’s very wonderful
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S: What time did it start and end?
T: It began at 11 a.m and ended at about 2 p.m.
S: What activities did you do there?
T: I watched wedding traditional activities such as picking the bride up,
exchanging wedding ring…
S: What kinds of food and drink were you served?
T: Some traditional food, beer and sweet juices.
S: Do you like it?
T: Yes, very much.
- T calls some Ss to read it aloud.
3.WHILE- SPEAKING (20mins)
Activity 1: Work in pairs. Ask and answer about one of party you want, using the
model above.
- T asks Ss to work in pairs. One person asks and the other answers

- T goes around to offer help
- T calls on some pairs to make the dialogue in front of class
- T gives feedback
Activity 2:
You are take part in a competition to organize the best party. Questions and
pictures below may be useful for you.
-T moves around and asks sts to have answers
-T can ask and answer together
*Make questions:
+ budget: How much do you spend for your party? Where is your budget from?

Example: Save money or ask parents for some money
+ date and time: When do you organize your party?
+ who to invite: Who have been invited to the party? How many people do you
invite to the party?

22


+place:Where do you organize your party?

+ Formal/informal: What kind of clothes do you dress at the party?
+ decoration: How do you decorate your party?

+ entertainment: What activities will take place?
+ food and drink: What food and drink will be served?

- T devices class into group of 4
- T asks each group to prepare the ideas of a party by answering those above
questions.

- T goes around to control and help them.
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4. POST- SPEAKING (10mins)
PRESENTATION
- T takes turn to call the representative of each group to present their party in
front of the class.
- T asks the class to select the best party
- T gives marks and feedbacks.
5.
HOMEWORK (2 mins)
- Write a short paragraph to answer the question : “ In your opinion, what is your
ideal party? what is it like?”
- Prepare for listening part.

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