TABLE OF CONTENTS Table of contents A INTRODUCTION I The reason of selecting the topic II Objectives of research, research tasks, methodology and scope of research Objectives of research Research tasks Research methodology Scope of research B CONTENT I The reasoning basis of the theme II The real situation of the matter The real state From this consequence, we can see that III Measure implementation Dividing groups and assigning their task at home The distribution of the speaking lesson 2.1 Pre- speaking strategies 2.2 While – speaking strategies 2.3 Post – speaking strategies IV The result of researching About the theory About the fact C CONCLUSION AND PROPOSAL I Conclusion II Proposal Pages 2 research 2 3 3 4 7 9 13 17 17 17 19 19 20 A INTRODUCTION I The reason of selecting the topic While a picture may be worth a thousand words, those words will no doubt come in handy if the picture is distorted or poorly understood After all, the most effective way to communicate is through speech The four language skills of listening, speaking, reading, and writing are all interconnected Proficiency in each skill is necessary to become a well-rounded communicator, but the ability to speak skillfully provides the speaker with several distinct advantages The capacity to put words together in a meaningful way to reflect thoughts, opinions, and feelings provides the speaker with these important advantages Here are some of the specific reasons why English learners are encouraged to speak in English- that’s why in Program Framework, Grade textbooks; speaking is secondly taught to help students get knowledge in learning other skills such as: reading, listening and writing Moreover, throughout the world today, and especially in developing countries, there is a great need for people to speak English well Many employers look for English speakers smoothly So it is important for students to learn to speak English and for teachers to know how to teach speaking well In addition to, many teachers are already very good at teaching vocabulary and grammar in order to prepare students for examinations However, organizing lessons to practice speaking English can be a big challenge for both teachers and students In this situation, I try my best to find out effective methods to improve student’s speaking skill and I choose Unit 13 – speaking in Tiếng Anh 11 to make my experience initiative “SOME EFFECTIVE TECHNIQUES TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 11 TO SPEAKING LESSON THROUGH LESSON TWO OF UNIT 13 IN TIẾNG ANH 11” in order to gain the best lesson and help students improve their speaking skill II Objectives of research, research tasks, research methodology and scope of research Objectives of research a For the students In this topic, I mainly focus on the actual subjects of basic class 11 and introduce students know how to learn and gain speaking skill, through some steps in learning procedure, students not only understand effectively and have suitable methods, but also apply those to fact situations in the life b For the Teachers: Find out the most effective methods to improve students’ speaking skill and know how to stimulate students to speaking lessons naturally Besides, teachers also draw from valuable experiments in making suitable lesson plans for different learners in each period Research tasks The purpose of research is to discover answer to questions through the application of scientific procedures The main aim of research is to find out the truth which is hid and which has not been discovered as yet Through this research I mention two main tasks: - Find out the actual situation of students’ attention to speaking lesson and academic research of practicing communication skill effectively - Apply my research to teaching practices, then compare, contrast the implementation of a topic And teachers evaluate and conclude the effectiveness of topic Research methodology - It’s a way to systematically solve the research problem It may be understood as a science of studying how research is done scientifically In this I study the behavior and instruments I use in performing research operations such as making observations, recording data, techniques of processing data and others Research methods refer to the information used in selecting and constructing research technique such as analysis of documents, questionnaires, focused and group interview, survey, comparison and evaluation All those methods which are used during the course of studying my research problem are termed as research methods Since the object of research, particularly the applied research, it to arrive at a solution for a given problem, the available data and the unknown aspects of the problem have to be related to each other to make a solution possible Keeping this in view, I focus on: +/ I concern with the collection of data which is available without being sufficient to arrive at the required solution; +/ I use statistical techniques which are used for establishing relationship between the data and the unknown +/ I also apply the methods which are used to compare and evaluate the accuracy of the results obtained Scope of research The scope of study for a research paper is usually one of the first sections to the project It sets out the scope of my work and limitations, so I mainly focus on two aspects: +/ It’s about effective methods to teach Unit 13 – B speaking in English book 11 Through this lesson, students know how to acquire speaking skill + I apply my search to students in grade 11 such 11D36 and 11G35 in Trieu Son high school B Content I The reasoning basis of the theme According to experts such as MC Gee (1977), Thornis (1980), Havernson & Haynes (1982) English teachers need to focus on effective factors of successful speaking lessons such as: students’ attention to the lesson, ability of, acting on a knowledge of grammar and vocabulary and ability of working individually, in pairs or in group However, fast or slow results depend on students’ understanding in mother tongue, health, and acumen in audiovisual capability Moreover, a number of impacts other elements come to learner’s uneven apprehension leveling Therefore, teachers need a concrete orientation in speaking such as teaching students ways how to use the language and communicational situations Most students are afraid of making mistakes in pronunciation Therefore, they not like speaking or join speaking lessons On the other hand, they only focus on doing tasks in textbook and not applying to practical situation Inferential capability, understanding and exposition to concepts such as words, phrases, and sentences which can impact effectively on reading How to understand lessons thoughtfully depends on students’ ability in learning a language In short, to gain a high result in attract students to speaking skill, teachers need flexibly not only classify students properly and find out effective methods, but also make up different situations which help weak students and stimulate strong ones in a speaking period Teacher should combine other skills such as speaking, writing in order to make lesson become attractive and interesting II The real situation of the matter The real state Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p 13) According to Parupalli Srinivas Rao, “in this globalization era, there have been drastic changes taking place all over the world These tremendous vicissitudes occur when people have a strong desire to achieve something People's desires are fulfilled when they clearly express their ideas and opinions with others Thus, they need to learn communication skills in order to fulfill their ambitions, desires, and goals In this modern world, communication skills play a vital role and one must have mastery over these skills to get success in their respective fields So, speaking is the most important skill among all the four language skills in order to communicate well in this global world As English is widely used all over the world, there is a need for learners to acquire the communication skills of it to get success in their respective fields Thus, the classroom is the ideal platform to acquire good communication skills, especially, speaking skills The teachers have to understand the problems of the ELLs (English language learners) and try to implement various teaching strategies in their classrooms in order to develop their learners' speaking skills in English classrooms This is possible for the teachers when they change their methods and materials and by using the latest techniques of teaching speaking skills Therefore, the teachers should introduce some group and pair activities in their regular English classrooms that the ELLs can develop their speaking skills enormously” Although English became one of the official subjects at school, but promoting its benefits has not been much interested, partly because the facilities are not high and don’t attract students’ passion for learning increasingly Some teachers complain that most students are not able to confide in communication Reason why students don’t enroll speaking activities in each lesson – students hate to speak; they only answer the questions required in each task of the textbook Students lacked motivation to solve situation in the life, even if the teacher give questions or cooperation, they show negative attitudes For most of the learners, speaking is an extremely difficult task that requires integrated body of skills, which also does not get easier with the practical situation and the accumulation of experience Teachers have an important role to improve speaking skill to their students to improve other language skills They can follow some stages and strategies when teaching this skill because speaking strategies are considered as the mental operations involved when teachers approach a text effectively and make sense of what they read However, some teachers have not applied flexibly theory into practice; have not integrated properly skills together in lesson, and innovative methods which are not suitable for the students That’s why the quality of the lesson is not effective and reduces During my teaching process in Trieu Son high school, I must look at actual issues in learning speaking skill of students in basic class 11 is very badly Students aren’t interested in this skill As you can see in this convey in basic classes 11 such as 11D36 and 11G35 Disadvantaged factors Percentage (? / 100%) Topic: - Most topics are strange to basic 70 % students; their content is complex and boring Tasks and activities: - They are often suitable 55% with students’ knowledge Some are too difficult and strange, and others are shortage of realistic Words and structures: - Students are in trouble with a lot of new and complex words or 80 % structures in one text Students’ habit in practicing speaking skill: - Only answer questions in the task and be lazy in 90% creation of the communication skill - Students also try to write without speaking Students’ belief: - Most students are afraid of 77 % making mistake (pronounce, rhyme, wrong answer) or getting communication problems Teaching aids: - Most classes lack of teaching aids 43 % - Teachers aren’t interested in teaching aids of each period Moreover, there are some disadvantages in applying unsuitable methods, skills to each lesson If it happens in a long time, it will affect to students’ ability in a language class and make them passive, lack flexibility, afraid to make a conservation For example, in Unit 13 – B speaking in Tiếng Anh 11; Teacher and students’ contents limitations activities Before you speak - Most students used Teacher: - Ask students to Questions: -Say which of answers in reference say what they would like the following you would book or not like to like or not like to do? -These questions Students: - Give opinions - Why? aren’t attractive to start a lesson While you speak - Time- consuming Teacher: Give useful Task 1: Read a dialogue - Students feel bored language between Huong and Lan, and lazy I Like ., but I don’t then practice reading the -Task only suits some like dialogue with a partner students in the class Students: - Listen and - It is similar to copy down their notebook reading lesson Teacher: - Ask students to work in pairs - Give useful language Students: - Work in pairs - Give answers and questions -Teacher: Ask students to work in group - Give some instructions to the lesson - Ask students to give answer - give a comment -Students: Raising their hand to talk Task 2: Make a similar dialogue about collecting stamps Use the suggestions below After you speak -Talk about a competition or contest Where and when did you begin your hobby? What is your hobby? How to organize it? Why you have it? What is your plan for the future? How you enjoy it? - Only stimulate some strong students - Only weak students are afraid of making mistake or not understanding their partner’s ideas - It is not useful for actual situations - Students aren’t selfconfident enough to make a dialogue - The atmosphere of the class is serene - Only gift students are eager to speak English - Everything seems to be a model Through my votes in the investigation and table of early year (2019 -2020) and (2020- 2021) in class 11B36, 11G35, the percentage of basic students’ result in ending the reading lesson of unit 13 as follow: Class 11G35 Class sizes Good Above average Average weakness poverty 43 = 0% 03 = % 14 = 32,6% 20 = 46,5 % 06 = 13.9% - Class 11 B36 Class sizes Good Above average Average weakness poverty 41 2= 4,9% 15 =36,6 % 18 = 44% = 12.1% 01 = 2.4% From this consequence, we can see that: From results of the current situation, I give some effective methods to help students have a good speaking lesson through part B in Unit 13 (Hobbies) of basic English 11 I also show students that speaking is an interesting and important lesson Students will not be under pressure of studying And I realized good results in basic classes I apply my new methods in school year 2019- 2020 and 2020- 2021 Students gradually know how to prepare a speaking lesson, performing and applying to other skills Each period, students discover new things for them In each period, students feel confident and comfortable in giving ideas, creation and apply it to practical situations in the life III Measure implementation Dividing groups and assigning their task at home a Way to perform: After finishing reading lesson, I will divide the class into four groups to prepare for the next lesson: Unit 13 – B speaking Each group will make a discussion about the title of the next lesson There is no limit in their preparation Teachers will observer students in learning process to classify each group at the same level correspondence If students pay attention to the lesson, prepare the lesson well, involve in activities positively and have a lot of creation in each situation, they will be added good marks in their tests’ mark In contrast, if any groups ignore their task, they will be added bad marks in their test’s mark In sum, except for final first or second term test ‘s mark, I will divide final mark total into two part: 80 Percent in the test and 20 % in learning process b The effect of this formation - For the Teachers: It will reflect exactly students’ ability in the class Discussion in group will help students feel more self –confident in speaking English among their friends as well as others Stimulating students to creation to make role-play in order to solve situation in the life better In addition, it is easy to comprehend the lesson without following a rigid model - For the Students: They will have to prepare lesson carefully, raise their hand to answer questions from the teacher, take in the activities sympathetically and pay attention to the lesson if they want to be added good marks Of course, they will feel more confident in communication and giving their own ideas or answers It also makes students aware of how the importance of language learning is The distribution of the reading lesson The teacher divides the lesson into three main stages and distribute time properly to gain a high result The stages and strategies of speaking that the teacher should promote for her/his students are: - pre-speaking, while speaking and post speaking stages These stages are very important when teaching this skill, each of these ones has its own characteristics, although they are related to one another That is, the pre-speaking stage leads to the while-speaking stage and finally to the post –speaking one These stages make the students understand and improve speaking skill The teacher introduces some activities in leisure time and asks students which one they like best And then, the teacher asks them some questions relating to the lesson What is your hobby? Could you tell me how you organize your hobby? Where or when did you start your hobby? What you plan to next?  After listening to their answers, teacher gives comment and uses these questions and answers to lead in new lesson b The effect of the activity In a short time, I can introduce some free activities and also attract students to the lesson better In addition, students guess the content of the lesson 2.1 Pe- speaking strategies: Teacher can enable their students to understand a speaking text by giving useful language Thanks to this, students can apply them to their speaking This stage also helps to make the next stages of speaking more easily adaptable to students Therefore, I must find out the best way to start an effective speaking lesson In this part, I divided into two parts: Brainstorming and providing students some vocabulary and structure to raise their speaking abilities a Brainstorming - In this part, I want students to think some things relating to the lesson in order to help them feel comfortable and understand speaking title more swimming HOBBIES fishing Reading books stamp- collecting b Teaching vocabulary It is very important for students to learn vocabulary Students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognise the item and its meaning Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention At this stage we are concerned not only with students understanding the meaning of words, but also being able to use them appropriately, taking into speaking lesson effectively In addition, I also ask students for words or sentences which can provide then in the process of speaking I read and ask students to repeat, then I check the pronunciation of the whole class and two students For example: - regularly (adv): Đều đặn - Organize (v): Tổ chức - Classify + O +into: Phân loại … thành - Broaden … knowledge: Mở rộng kiến thức - Hang out with friends: Đi chơi với bạn - Go for a walk: Đi dạo - In my free time, I like….: Vào thời gian rảnh, tơi thích Aim: To pronounce word exactly and provide students words to practice tasks and understand the content of speaking text By this way, students can get a deeper and better understanding of the meaning and the use of the vocabulary c Checking vocabulary I use pictures to check new words students have just learned I call some students give a sentence contained a new word For example: I often hang out with friends in my free time We need classifywaste into different categories =>Aims:students can get a deeper and better understanding of the meaning and the use of the vocabulary 2.2 While-speaking strategies The speaking activities of while-speaking stage help to encourage critical thinking of students and increase comprehension an easy retention This stage includes two activities Firstly, the teacher will give some small talks to make a model This can help students know how to start or finish a conversation For example: “Hi everyone, I am Lee, Today I will talk about my hobbies” This part, I always encourage students ask me problems they faced at home From these complications, students will learn more in the fact They can know how to solve communicational situations in the life Secondly, Students will show their preparation at home to others in the class and the teacher observes and gives comments There are many ways to form in this stage such as: Giving opinions, discussing, matching, ask and answer However, I only focus on two main points: a Give instructions to help students understand more Students need to learn how to understand situations in the life without basing on paper Moreover, don’t make students feel bored with model conversations which are far from the reality To have this, teacher needs to make a suitable lesson plan, use tasks relating to the title, but it has real situations That is why I adapted tasks in textbook to give students free subjects For example: Task 1: Page 148 in textbook (Tieng Anh 11) This is a model task It is simple, but boring Students will this task without having any difficulty They only speak some activities available in the textbook without any creation Supposing that they didn’t like swimming, they could choose “swimming” Simply, they needn’t give any explanation for their choice or answer Therefore, I change this task to suit students’ ability and make the lesson become more attractive by making a short dialogue 10 - This group will divide their group into two pairs One asks and another answer, then they exchange their pairs Model dialogue: Long: What’s your favorite type of movie? What movie of that type you like? Hoa: My favorite type is comedy because whenever I watch one I feel like there are no more worries in the world I love to Mr Bean movie series Long: Who are the actors/actress in the movie? Hoa: Mr Bean is the main character Long: Oh, Was the movie in your mother tongue or in English? Hoa: In English, but I can also watch it with subtitles Long: Ok, I’ll try then And you? …………………………………………………………………………………… Group 4: Food This group will talk about food The leader will ask all members in her/his group and then she/he will summarize all answers She continues reporting them before class Model dialogue:……………………… (APPENDIX2) * Method: -Teacher calls each group to express its previous preparation - Teacher and other groups observe and give comment - Ask some questions if it is necessary - Teacher correct and give mistakes * ** The result of this method: 17 This way is not only useful as a view, but greatly improves speaking skills Through this activity, students will review main and detailed information and practice their communicational skill Students are not in trouble with doing their task because they had thoughtful preparations However, Students not only understand the content, but also knows the aims of the preparation in order to achieve a complete knowledge This step helps students believe in their ability and they will be easy to have any communication with native speakers IV THE RESULT OF RESEARCHING Through the survey and empirical comparisons conducted, comparing the results of applying new methods to listening lessons in classes in the 2019-2020 school year and 2020 – 20211 school year 11 G35,11 B36, shows that: About the theory: 1.1 For the teachers: Building the teaching methods in the spirit of innovation and appropriate for the requirements of students Applying flexible methods and skills or tips to practical teaching practice, thereby enhancing the quality of teaching subjects 1.2 For the students: Understand and know how to use proficiency skills, fast and efficient methods in making a conversation which can be applied to the fact They are confident, more interested in finding out information and solving situations in the daily life About the fact The result of tasks, homework, tests after the application of the subject shows that the spirit of learning and doing all the results of the students improved a lot compared with applying traditional methods: read, write and avoid speaking in speaking lesson To have a comparable basis and come up with the correct conclusions for the research process and subject to the applicable practice I have examined and collated survey results make all students before and after the application of subject to the classes: 11 G35 in 2019-2020 school year and 11 B36 in 20202021 school year (Time to all 10 minutes) - Class 11 G35 (The strong class of block 11) has not been applied on topic - Class 11 B36 (the strong class of block 11) was applied on the subject =>The test results of the two classes achieved as follows: Class Class Mark 0-4 Mark 5-6 Mark 7-8 Mark 9-10 sizes SL % SL % SL % SL % 11 G35 43 10 23,3 26 60,4 16,3 0 11 B36 41 4,9 12 29,3 17 41,5 10 24,3 And I also give two types of students’ common answers from two class 11 G35 and 11 B36 to show the effect of applying new methods in teaching speaking lesson and students’ understanding to the lesson as well as ways in which students - To have a comparable basis and come up with the correct conclusions (APPENDIX3) 18 This test was given to 11G35 students who had not been applied this teaching method Therefore, the result of this test was not good High marks were fewer than I hoped The test result of 11 G35 class achieved as follows: Class size: Mark 0-4 Mark 5-6 Mark 7-8 Mark 9-10 43 SL % SL % SL % SL % HOPE 9,3 16 37,2 20 46,5 RESULT 10 23,2 26 60,5 16,3 0 This test was given to 11 B36 students who had been applied this teaching method Therefore, the result of this test was quite good High marks were more than I hoped The test result of 11 B36 class achieved as follows: Class size: Mark 0-4 Mark 5-6 Mark 7-8 Mark 9-10 41 SL % SL % SL % SL % HOPE 24,4 19 43,9 16 29,3 2,4 RESULT 2,4 12 29,3 22 53,7 14,6 ? Task: Work in groups Talk about your collection, real or imaginary Name of your collection How you collect them How you keep them When you started your collection How you classify them Why you collect them Your plan for the future *Answer worksheet 1: Class 11 G35 - Most students write answer on the paper and then they discuss in group and then one strong representative works as a journalist to interview others Journalist: Can you tell me the name of your collection? Member: Yes, I have My collection is collecting stamps Journalist: How you collect them? Member: I collect them from discarded envelopes that my relatives and friends give me Journalist: How you keep them? Member: I keep the less common ones inside a small album and the common ones I stick them to a big book Journalist: When did you start your hobby? Member: I started my collection when I was in grade Journalist: How you often classify them? Member: Oh, I classify them into different places: Asian, Europe, Africa => They are really passive in communication Lack of flexibility when the journalist only uses these sentences to ask all members in group Sometimes, they forgot words and structures 19 * Answer worksheet 2: Class 11 B36 - After being taught by new method in speaking lesson, most students are eager to new lessons than they used to be Each lesson, students start to become more self – confident in making conversations, debates and dialogues They aren’t afraid of mistakes in pronunciation or making sentences - After I give them this task They thought of making role play They make up an interview, but there are comments from audience after each interview + Interviewer: Nice to meet you Can you say something about your hobby? + Interviewee: Talk about his or her hobby and things they often in their free time or recreation + Audience: Give some questions to consolidate In short, everyone in group can speak English in natural and comfortable mood Moreover, the atmosphere of classroom becomes interesting By this way, we will avoid the traditional teaching method with which students stay passive in learning and not have a communication environment, which is the main reason behind the ineffective teaching and learning of English As a result, students have become afraid of learning (APPENDIX4) C Conclusion and proposal I CONCLUSION Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p 13) Speaking is a crucial part of second language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language.Therefore, we must use the attractive, appropriate procedure to assist in teaching for students in basic classes 11 to achieve good results Moreover, I use Unit – B reading in Tiếng Anh 11 to apply some effective methods for speaking lessons and I also hope that teachers should apply different methods flexibly to attract students’ passion to each speaking lesson more and more Classrooms should be places where students can ask and answer meaningful questions and in which the teacher and students are co- Learns, collaborating with one another to communicate ideas and information Different group sizes (pairs, small groups, and large groups) provide opportunities for 20 students to practise the different thinking and oral skills unique each configuration II PROPOSAL The methods applied in teaching speaking have obtained positive results However, there are restrictions in my topic I don’t realize Therefore, I look forward to hearing the comments from colleagues, especially the teachers who teaches English to make my topic more complete and more widely applied Thanh Hóa, ngày 20 tháng năm 2021 XÁC NHẬN CỦA Tơi xin cam đoan SKKN THỦ TRƯỞNG ĐƠN VỊ viết, không chép Nguyễn Thị Mỹ Lệ REFERENCE “The Oxford English-Vietnamese Dictionary” (Đặng Ngọc Viễn) TIẾNG ANH 11 Http/ speaking method.com “ ENGLISH LANGUAGE TEACHING METHODOLOGY” (Dr Than Trong Lien Nhan, Hue University of Foreign Languages Http/ The role of speaking skill in the life Milada Broukal, (2002) – Introduced and annotated by Le Huy Lam TOEFL speaking flash Ho Chi Minh publisher Collins COBUILD (1996) Grammar patterns1: Verbs London Harper Collins Allan D(1992) Oxford Placement Test Oxford; Oxford University Press 21 APPENDIX I APPENDIX1 22 II APPENDIX2 III.APPENDIX3 23 IV.APPENDIX4 24 Ask and answer 25 Debate 26 interview 27 28 29 30 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Mỹ Lệ Chức vụ đơn vị công tác: Trường THPT Triệu Sơn TT Tên đề tài SKKN Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh ) Some effective methods Sở GD & to encourage the students ĐT in basic classes in basic classes 10 to reading lesson through lesson one of unit 16 in Tieng Anh 10 Some effective techniques to encourage the students in basic classes 11 to speaking lesson through lesson two of Unit in Tieng Anh 11 Some techniques to help 12th graders in Trieu Son high school achieve good results for the general certificate of secondary education Kết đánh giá xếp loại (A, B, C) C Năm học đánh giá xếp loại 2014 C 2017 C 2020 Sở GD & ĐT Sở GD & ĐT 31 ... – speaking in Tiếng Anh 11 to make my experience initiative ? ?SOME EFFECTIVE TECHNIQUES TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 11 TO SPEAKING LESSON THROUGH LESSON TWO OF UNIT 13 IN TIẾNG ANH. .. Some effective methods Sở GD & to encourage the students ĐT in basic classes in basic classes 10 to reading lesson through lesson one of unit 16 in Tieng Anh 10 Some effective techniques to encourage. .. encourage the students in basic classes 11 to speaking lesson through lesson two of Unit in Tieng Anh 11 Some techniques to help 12th graders in Trieu Son high school achieve good results for the general