Tài liệu Guide secondary students use collocations tospeak english fluently

CATEGORY CONTENT 1 A. INTRODUCTION 2 I. The reasons for choosing topic. 3 II. Research purposes. 4 III. Research subjects. 5 IV. Research methods. 6 B. CONTENT INITIVE EXPERIENCE 7 I I. Theoretical basis of the problem 8 II. State of the matter research. 9 1. To the teachers 10 2. To the students 11 III. Implementing measures 12 1.Encourage and guide students how to learn the collocations effectively 13 1.1. Introduce the role of collocation in communication 14 1.2. Guide students how to learn collocations effectively. 15 2. Providing students the habit of using the collocations in English subject. 16 2.1 . Use collocations in lecture activities. 17 2.2. Use collocations in pedagogical situations. 18 2.3.Use collocations in skill lessons. 19 3.Guide students to use the collocations in communication. 20 3.1.Use simple collocations in daily communication.(Daily activities, weather, health..) 21 3.2. Sử dụng các collocations theo chủ đề bài noí trong sách giáo khoa. (Sports, traffic, festivals…) 22 4. Illustrative lecture. 23 IV. EFFECTIVENESS OF INITIATIVE. 24 C. CONCLUSION AND RECOMMENDATION 25 I. CONCLUSION. 26 II. REQUEST PAGE 2 2 2 2 3 3 3 3 3 4 4 4 4 4 9 9 12 12 15 15 16 16 18 20 20 20 REFERENCES 1 A. INTRODUCTION I. THE REASONS FOR CHOOSING TOPIC. It is an undeniable fact that English plays an increasingly role in our life nowadays. English is not only necessary in helping students improve knowledge through reading documentary in English or exchanging understandings but also helps them communicate with the others in the international integration stage. In the past, teachers and English learners often focused on English grammar. Leading to grammar students was good without communicating English. When students encountered a situation they could only stand. In new English programme, the pilot program for each unit lesson can have from two to more than two skills. Every skill is important so students' speaking skills are also exploited more deeply. Speaking skill is a difficult skill. When students want to speak well, they need to have a diverse knowledge of vocabulary. Because in speaking, grammar is not really important. So to help students communicate well in English. The teacher must guide and encourage students to be interested in speaking skills. One of the most effective way to get good results in their speaking is that they can use collocations. However, remembering a collocation is not easy and using it correctly seems to be more difficult. In this situation, the teacher needs to take a serious look at the teaching and learning of speaking in general and using of collocations when speaking in particular. Collocations are a way of combining words together into phrases according to the habits of native speakers.Therefore, using collocations reasonably will make your speaking effective. After three years of struggling, I've learned from experience to form English speaking article titled "Guide secondary students use collocations to speak English fluently." By carrying out this study, the researcher wishes to give a hand in promoting speaking skill for secondary students. Perhaps my research is certainly not perfect so I am looking forward to receiving input from all of you. Thank you. II. RESEARCH PURPOSES. The purpose of this topic is to help users in English (Both teachers and students) aware of the importance of collocations in communication as well as in writing. Make a habit of using English phrases. Through collocations help train students in critical thinking, and their ability to synthesis of a certain problem in life. Collocations will help students expand vocabulary, ability to express more abundant. The use of the collocations in communication makes the speaking effective in language usage. III. RESEARCH SUBJECTS. Audience research is geared to forging subject for secondary students in Van Du Thach Thanh, speaking skill through the use of collocations in English. The research focuses on three contents: - Encourage and guide students how to learn the collocations effectively. 2 - Providing students the habit of using the collocations in English subject. - Guide students to use collocations in communication. IV. RESEARCH METHODS. The method I have used: - Research methodology built on theoretical basis. - Scientific research method: A method of observing the object a systematic way to gather information. There are two scientific observers are observing direct and indirect observations. - Methods of investigation: A method of teachers surveyed audience Secondary school students in Van Du to detect characteristics and learning styles, ability to post. - Experimental methods: The teacher actively impacts on students and the course of the student attendance to follow objectives, their expectation. - Methods of analysis summed up the experience: As a research methodology and review the practical achievements to draw conclusions useful for practice. B. CONTENT INITIATIVE EXPERIENCE I. THEORETICAL BASIS OF THE PROBLEM. Communication plays an important role in intergration stage, as well as in schools. Speaking skill is an important skill for students to complete their synthesis capabilities. In communication the students express their opinions, their views on a particular issue in life. But how the students can speak English fluently. Using Collocation in communication will help the language speaking naturally and effective with the listener. That is, Collocation is a way of combining words together to form phrases according to the use habits of native speakers. Therefore, using collocations will make our speaking and writing more natural, more like native speakers. Collocation is important because they account for a large percentage of daily English. So choosing the right phrase helps learners express in a natural way, diverse and easy to understand as a native speaker. We cannot arbitrarily combine words together. So if you want to use the correct phrase, there is only the collocation learning method! II. STATE OF THE MATTER RESEARCH. In English programs secondary education, speaking skill is less invested by the teachers. So the ability to speak, especially, senior students are often very limited. So the cause of the current situation happened?. 1. To the teachers. In recent years, English teachers who have been invested more in knowledge and teaching assistant equipment. However, to meet the standard in accordance with the requirements of the subjects in English is still limited, Speaking is a difficult skill which asks teachers to invest more in lessons. Besides, guiding students uses the structural grammar, teachers have to guide them to apply flexible language structure 3 Some teachers do not really care much about how to guide students to speak English because they do not see its importance or do not understand how to speak English well. The use of collocations in English during the teacher's lectures is very limited, because teachers have not really seen the role of expression in lessons. Add to that the collocations are fixed meaning- phrase should require users to be very careful language appropriate to the context, situation. 2. To the students. Until now students have learnt English only in the passive form (Teachers say they understand such games), they do not have the concept of investment for subject because they consider that English is a foreign language. So the preparation of new and old studying at home is also deal, sketchy, especially in the regular classes. Students are not really interested in learning English now, particularly speaking skills because of limited vocabulary, structures did not remember, practice led to face many difficulties. Secondary students in the last three years, they have been accessed to English courses in secondary school. Students may not be led to the basics. Therefore the use of collocations in English for students is difficult. Here are the results of the current situation without application speaking using English collocations. The survey used the collocations in academic subjects in English. Use less Never use Number of Using effective students No % No % No % 174 0 0 8 4,6 166 95.4 The survey used collocations in English speaking. Number of Good use Use less No use students No % No % No % 174 0 0 0 0 166 100 From the results of this situation, to help students get better results in speaking, I have read the document, consult with colleagues and receive information from the students to get the solution and specific measures for the application on your topic. III. IMPLEMENTING MEASURES. 1. Encourage and guide students how to learn collocations effectively. 1.1. Introduce the role of collocation in communication. Collocations are word combinations that frequently appear together. They will make your English communication sound more natural and fluent as the natives talk to each other. 1.2. Guide students how to learn collocations effectively. 1.2.1. Record collocations. This is also one of the most effective ways to learn collocations to help students remember for a long time 4 + Recording in context. when you read it again, you can clearly remember how to use it most appropriately For example: English 6. Unit 12. Getting started Ex2. Match the activities with the pictures.   + Highlight the collocation when caught in any text. For example. English 7: Unit 2. health. Getting started Ex1. Listen and read. Phong: No, I don’t feel like it Nick: you sound down Phong, are you ok? Phong: I do feel kind of sad. I eat junk food all the time, so I’ m putting on weight too. Nick: All the more reason to go out. Phong: No, Nick. Plus, I think I have flu- I feel weak and tired. And, I might get sunburnt outside. Nick: I won’t take no for an answer. I’m coming to your house now! English 8: Unit 1. Leisure activities. Communication - ex1 5 1.2.2.Remember collocations. Learning collocations is simpler than learning individual vocabulary. Some basic things to note are listed below: 1.2.2.1. Regular review. This is the common way to remember the collocations or the new words. For example. you try to learn ten collocations in 2 days. You can learn all the ten collocations the first day and revise them the next day because revision is necessary. This helps you practice the words more times.The teacher ought to ask students to do in this way after the lessons like a homework and check their work in the next warm up. Example: English 6. Unit 1. My new school - A closer look 1. Ex2 . Work in pairs. Put the words in 1 in to groups. Can you add more nouns to the goups. Play Do Have Study football music the piano badminton chess games Ex3. - homework school Physics judo lunch English exercises lessons History morning exercise classes vocabulary the housework lunch/dinner science laundry a bath paintings nothing a rest  maps the cleaning a meeting literature the cooking a drink languages the dishes a good time English 6. Unit 6. Our Tet holiday- Acloser look 1 Match the verbs with the suitable nouns. cook special food (nấu các món đặc biệt) go to a pagoda (tới chùa) give/ get lucky money (cho tiền lì tì) visit relatives (thăm họ hàng) clean the furniture (lau chùi đồ đạc) 6 - decorate our house (trang trí nhà cửa) - plant trees (trồng cây) - make a wish (ước một điều ước) - hang a calendar (treo lịch) - watch fireworks (xem pháo hoa) - do the shopping (đi mua sắm) - buy peach blossoms (mua hoa đào) 1.2.2.2. Develop a habit of using collocations to not only stop understanding but also use it quickly and smoothly in the head when it is possible. - The teacher should encourage students from grade 6 who are just beginners and the new words which they need to learn firstly is “to have”, “to do” and “to make”Therefore the teacher had better teach them the collocations about “Have”, “do” and “make’ For example. To have have an accident: gặp tai nạn have a break: nghỉ giải lao have a conversation/chat: tranh luận have difficulty: gặp khó khăn have an experience: có trải nghiệm have a feeling: có cảm giác have fun/a good time: có thời gian vui vẻ have a look: trông chừng have a party: tổ chức tiệc have a trip/go: có một chuyến đi have lunch/dinner: ăn trưa/tối have a bath: tắm have a rest: nghỉ ngơi have a meeting: hẹn gặp To do do your homework/ the housework: làm bài tập về nhà/ làm việc nhà do the ironing/shopping/washing/laundry: là quần áo, đi mua sắm,giặt đồ do your best: làm hết sức mình do damage: gây thiệt hại do an experiment: làm thí nghiệm do exercises: tập thể dục To make make friends: làm bạn, kết bạn make a mistake: gây ra sai lầm. make the bed: dọn giường make coffee: pha cafe make a plan: lên kế hoạch make a phone call: gọi điện make a decision: quyết định make a change: thay đổi make a choice: lựa chọn make a comment: bình luận - The teacher ought to check their homework by giving their good marks if someone using collocations in their presentation. 1.2.2.3. Learn group collocations to memorize more effectively. It is possible to divide the group of collocations with the same subject, or divide the group of collocations with the same composition from them. * Study through topics. With students in grade six, seven at lower levels, it is more effective to help them divide groups by topic. These topics can be in the same order as in textbooks, such as school, friends, food, etc. Students at a higher level such as 8.9, will like to learn collocation with keywords (work, holiday, communication or learning grammar structure such as verb + noun, noun + adjective). etc. English 8. Unit 10. communication ex1. 7 Before practice, teachers introduce new words and a number of related collocations in the sub-section and ask students to take notes and study at home. - pre-/ primary/middle school trường mẫu giáo/ trường tiểu học/ trường Trung học. - first grade, fifth grade : lớp 1, lớp 5 - get good grades : đạt điểm số cao - take classes / courses/ notes: tham gia các khóa học/ lên lớp/ ghi chú - give / make presentations : thuyết trình - hand in one’s work : nộp bài tập - give feedback : đưa ra những nhận xét, phản hồi *Study through the key word. 1. Adverb + adjective. - Deeply worried/ unhappy/ashamed/affected- lo lắng sâu sắc/ vô cùng không vui/ xấu hổ/ ảnh hưởng sâu sắc Ex. Invading that country was an utterly stupid thing to do. We entered a richly decorated room. Are you fully aware of the implications of your action? 2. Ajective + noun. - Big money/ mistake/ decision/surprise- món tiền lớn/ sai lầm lớn/ quyết định lớn/ bất ngờ lớn. - old age – tuổi già - new generation.- thế hệ mới - natural disaster/ resources- thảm học thiên nhiên/ tài nguyên thiên nhiên - native speaker- người bản ngữ - nice time.- thời gian đẹp - rich person- người giàu - runny nose- chảy nước mũi Ex. The doctor ordered him to take regular exercise. The Titanic sank on its maiden voyage. He was writhing on the ground in excruciating pain. 8 3. Noun + noun Ex. Let’s give Mr Jones a round of applause. The ceasefire agreement came into effect at 11am. I’d like to buy two bars of soap please. 4. Noun + verb Ex. The lion started to roar when it heard the dog barking. Snow was falling as our plane took off. The bomb went off when he started the car engine. 5. Verb + noun Ex. The prisoner was hanged for committing murder. I always try to do my homework in the morning, after making my bed. He has been asked to give a presentation about his work. 6. Verb + expression with preposition Ex. We had to return home because we had run out of money. At first her eyes filled with horror, and then she burst into tears. Their behaviour was enough to drive anybody to crime. 7. Verb + adverb. Ex. She placed her keys gently on the table and sat down. Mary whispered softly in John’s ear. I vaguely remember that it was growing dark when we left. 8. Adverd+ adverb - right now – ngay bây giờ - pretty well- khá tốt - all alone- một mình - quite enough- khá đủ - all along- tất cả cùng Ex. I’m sorry, but I can’t talk right now. I was scared because I was all alone 2. Providing students the habit of using the collocations in English subject. A 45- minute lesson has got many formal activities, and other activities which depend on the content of the lesson. Normally, we have three main types of post are: The introduction- lesson corpus, skill lessons, practice grammar lessons. However, during a lecture, teachers often diverge the lesson five main sections are: Warm up, presentation, practice, production, and homework. Flexible use of proverbs in parts of the lesson will help the class atmosphere less tense, highly effective. Here are some specific solutions: 2.1 . Use collocations in lecture activities. I. Warm up: Entering the class the teacher can: + Joking a few sentences to stir up class as: Warmly welcome Miss Phon. Please give her a round of applause. + Asking some open questions: How are you to day? I’m having some health problem. 9 What is the weather like to day? It is raining heavily. How often do you do the washing up? ………………………………………….. Based on the responses of students, the teacher might say: Today, I'm in good spirits or in a bad mood because you are making good examples. II. Presentation: 1. Pre - vocabulary: The teacher introduces vocabulary in different procedures: + Suggestions from past pictures or real objects. In this case, the teacher can use the collocation "Give an example" … + Explaining new words and asks students to guess the word. If students respond well, teachers can compliment them with a proverb "Do good". 2. Pre - model: (if applicable) The teacher gives some examples then asks students to make sentences then presents the model sentences. The teacher introduces grammatical sentences then writes on the board and asks students to write down and memorize. In this case, the teacher can use the following collocations to remind them all carefully documented "Take notes” and “Learn by heart” Set the scene: Today we are having a lesson about ...... III. Practice: Teachers have students practice. The teacher can use the collocations “Please do exercises” During the practice, the teachers encourage students, sometimes urge them through the following phrases: "Keep calm " or "Be ready" or "pay attention to” or “Don’t make mistakes” or “Do your best” IV. Production: - The teacher asks students to summarize their knowledge which they have learned. - The teacher retakes again and comments the lesson by a proverb. "Learn by heart" or "Do well”................ V. Homework: - The teacher asks students: + Learn and memory components from structural learned. + Do the exercises in workbook. + Prepare the next part. - Teachers can use some of the following collocations to remind children of studying at home: Please do your homework you’ ll be asked to give a presentation in the next lesson Unit 8: LEISURE ACTIVITIES Lesson 1: Getting started- Listen and read Watching Playing TV I. Warm up: Brainstormings football Leisure activites 10 - Ask students to add some more. - Give comment: "Do good". II. Presentation: 1. Pre - vocabulary: - Elicit from the pictures or realities and say "Take a look". + Craft kit (n) – Bộ thủ công + Pet training (v) – huấn luyện thú cưng + Beads (n) – hạt + Making craft (v)- làm thủ công - Ask students to read chorally and individaully. - Check vocabulary: Rub out and remember - Give comments "Do well". 2. Set the scene: Today we are having a lesson about Unit 1: Leisure activities - Getting started - Listen and read. And now We have a conversation between Nick, Mai and Phuc. III. Practice - Ask students to listen to the conversation twice then work in groups . The teacher can say “ Please do exercise 1 in goups” - Ask students to do ex1a. Circle the correct answer and now you remember keep calm and do it well Answer key: 1. bookstore 2. book 3. dog 4. craft kit 5. folk music 6. Vietnamese - And please "Have a look again" and do ex1b. + To have look again the dialuoge to tick (v) the boxes + To find the information from the conversation individually Answer key:Tick the boxes the leisure activities Mai, Phuc & Nick have Phuc Mai Nick  Pet training  Making crafts   Reading  Listening to music   Playing sports   Helping parents with DIY projects  Learning languages - Ask students to do exe1c. Answer the questions. The teacher might say “ you need to do your best to do it well” 1. To check out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or false ). 2. If something is right up your street, it is the type of thing that you are interested in or that you enjoy doing - Ask students to do exercise 2 individually. In this task the teacher can say “You have pay attention to the pictures and do it well ” + Ask them to find the words/ phrases in the book to discribe the photos 11 + Listen and check the answer - Ask students to do exercise 3. The teacher should explain the request by making examples. Or saying that: “Keep calm and You make afford to do well” + Read through the sentences + Complete them. IV. Production - Ask students to retell the knowledge which they have learnt (Vocabulary, content of the text). - The teacher makes sure once more and says that After the lesson we can use the lexical items related to the topic" leisure activities" and you do well. Please give yourselves a round applause V. Homework Ask students to + Learn by heart the vocabulary. + Do exercises 1, 2 in the workbook. + Prepare the next lesson. And remember "Give your presentation in the next lesson" 2.2. Use collocations in pedagogical situations. There are many pedagogical situations can occur during the lectures as: + Students lack of concentration, or expression fatigue. Teachers can remind students of the collocations: "Keep silence " or "Pay attention, please " you should do your exercises... + Students do not write articles or do not do homework, the teacher might say : "Don’t break the rules " or "Please do your best, You will do well” ...... + Students love to express attention.. In this situation the teacher might say: You are out of control or Please Break a bad habit ..... 2.3.Use collocations in skill lessons. A skill lesson normally has 3 main parts: Pre - While - Post and the collocations often appear in the specific topic of reading, listening and speaking in the text book. In this situation, The teacher is likely to present a number of related collocations in the sub- section and ask students to take notes and study at home. And The rest steps are similar to The introduction- lesson corpus. For example: English 7. Unit 7. Traffic. Period 58. Skills 1.(Reading - speaking) I. Warm up: 1. Look at the picture in ex1 P12 discuss and say why it is dangerous? 12 2. When you are a road user, what should you Not do ? - Make a list in groups. Compare your list with other groups (3 minutes) - Give comment: Do good II. Presetation. Set the scene: Today we are going on Unit 7: Traffic. Lesson 5: Skills 1 1. Pre-teach vocabulary: - Present the pictures on the screen and elicit students from them + zebra crossing(n) = vạch ngang dành cho người đi bộ + foothpath (n) = đường dành cho người đi bộ + driving licence (n) = bằng lái xe + handle bar (n) = Ghi đông xe đạp + pedestrian (n) = khách bộ hành. + Traffic jam(n)= tắc nghẽn giao thông + Speed limit(n)= giới hạn tốc độ - Ask students to read chorally and individaully. - Check vocab: Rub out and remember - Give comment "Learn by heart". 2. Pre-Reading: - The teacher presents 4 pictures about four road users on the screen. III. Practice: 1. Reading. - Have students do ex2 p 12 one minute. + Present ex 2 on the screen then ask students about the request. + Ask 2 students to go to the board to write down their works. + Check their work and give answer key and say “ Take a look , You can see some traffic collocations” 1.- g . traffic jam (kẹt xe) 2   – d. zebra crossing (vạch kẻ đường cho người đi bộ) 3   – b. road users (người sử dụng đường bộ) 4   – c. driving license (giấy phép lái xe) 5   – a. speed limit (giới hạn tốc độ) 6  – h. railway station (nhà ga xe lửa) 13 7   – f. train ticket (vé xe lửa) 8  – e. means of transport (phương tiện giao thông) - The teacher can introduce more collocations about traffic on the side table and ask them to copy and learn more at home. 1. by metro: đi bằng xe điện ngầm 2. by motorbike / scooter : đi bằng xe máy/ xe máy loại nhỏ 3. to catch the metro: bắt tàu điện ngầm 4. to go by bus/ to cycle/ to walk: bắt xe buýt/ đạp xe/đi bộ 5. to take the tram: đi xe khách 6. air traffic:  Giao thông đường hàng không - Ask students to do Ex4 p12 + The teacher read once. + Ask some students to read the text. + Ask students to answer the questions in pairs. - Give comment: Don’t break the traffic rules + Present the answer key: 1.We should cross the street at the zebra crossing. 2. He/ She must always fasten the seatbelt. 3. No, He/She shouldn’t. Because it is very dangerous. (He/ She may cause an accident). 4.You must give a signal. 5. Because the other road users can see them clearly and avoid crashing into them. - Ask them to copy down and learn by heart. 2. Speaking. - Have students to do ex 5 p12 in pairs. Do a class survey. The teacher might say “Please keep calm and do your best” + Present ex5 on the screen and ask students to read then translate the title of the ex into Vietnamese. + Ask the monitor to do the survey. + Ask some students to present the survey. - Give comment: Do well - Ask students to do ex 6 p 12 in groups. The teacher can say: Please do this exercise at home and report it up next lesson. + Present ex6 on the screen then ask on student to express the request. + Ask students to do this work at home. + Ask some pairs to present in front of class. IV. Production: - Ask students to retell about the knowledge which they have learnt. The teacher can say: Please have a look again and give a presentation about: + Vocabulary: Means of transport + Reading skill: + Speaking skill: - Intergrate road safety.? What should we do to be a good user? V. Homework: 14 - The teacher says: Please learnt by heart the vocabulary. - Do execices in part C in workbook and hand me up next time - Prepare the next lesson. 3. Guide students to use the collocations in communication. Using collocations in English communication will help your English be natural as a native. Moreover, the speaking speed also increases significantly if you remember many phrases because you don't have to waste time thinking about which words you should use. The teacher ought to guide students to: 3.1.Use simple collocations in daily communication.(Daily activities, weather, health..) Daily activity collocations - typical morning : một buổi sáng đặc trưng - get ready : Sẵn sàng - in a hurry : Trong vội vã, trong hấp tấp, trong hối hả - get out of bed : Thức dậy - go downstair : Đi xuống lầu, xuống cầu thang - make tea / coffee : Pha trà / cà phê - get one’s hair cut : Đi cắt tóc - make a terrible mistake : Phạm phải lỗi lầm tồi tệ - as usual : Như thường lệ …………………………………………… Weather collocation group. - heavy rain: mưa lớn - heavy snow: tuyết nặng - heavy fog: sương mù dày đặc - …………………………………………………… Health collocations - health check: kiểm tra sức khỏe - a health problem: vấn đề về sức khỏe - health food: thực phẩm an toàn - health insurance: bảo hiểm sức khỏe - a healthy lifestyle: lối sống lành mạnh - a healthy diet: chế độ ăn kiêng khoa học Food collocations - a light meal/quick meal/ heavy meal- bữa ăn nhẹ/ bữa ăn nhanh/ bữa ăn chính - home-cooked food/ fast food: đồ ăn nấu ở nhà/ đồ ăn nhanh - on a strict diet (ăn kiêng nghiêm ngặt) - eat a balanced diet (có một chế độ ăn cân đối, hợp lý) - eat out (ăn ở bên ngoài) - food hygiene (vệ sinh an toàn thực phẩm) ………………………………………………. For example. In the conversation between Dung and Nam in class 8a last Thursday. 15 Dung. Hi, How are you today? Nam. Hello, I’m having a health problem Dung. What’s wrong with you? Nam. I have had a quick meal this morning. Dung. What did you do last Sunday? Nam. I did homework, housework and went swimming Dung. You had a nice day, didn’t you? Nam. Yes, I had a good day. How about you? Dung. Me too, Bye Nam. Have a nice day, Bye 3.2. Sử dụng các collocations theo chủ đề bài nói trong sách giáo khoa. (Sports, traffic, festivals…) Ex: Sport collocations .( English 6. Unit 8. Sports and Games- speaking) - to get into shape: trở nên sung sức - in good/bad/poor shape/condition: trong tình trạng sức khỏe tốt/kém/tệ - to be in/out of shape = fit/unfit: tình trạng sức khỏe tốt/kém - to be out of condition: ốm yếu - keep/stay fit/in shape: giữ sức khỏe - to take up exercise: bắt đầu tập các bài tậ - to train hard: tập luyện chăm chỉ, dùng đến nhiều sức lực - play/take up/ take part in/compete in a sport: chơi một môn thể thao - score a goal: ghi bàn Traffic collocations (English 7. Unit 7. Traffic- speaking) - air traffic: Giao thông đường hàng không - heavy traffic : Giao thông tắt nghẽn, phương tiện di chuyển chậm chạp - through traffic: Giao thông thông thoáng, không tắc nghẽn - oncoming traffic : Phương tiện đi trái chiều - traffic flow / jam/ lights: Luồng xe/ tắc đường/ đèn giao thông …………………………………………………………………………… Festival collocations(English8.Unit 5.Festivals in Viet Nam- speaking) - The festival falls on + date = dịp lễ hội rơi vào thời điểm nào  - To uphold the annual tradition = duy trì truyền thống gì - To join in the festivities = tham gia các hoạt động của lễ hội - To be in festive mood = không khí lễ hội, tâm trạng vui vẻ vào ngày lễ - The age-old tradition = truyền thống cổ - The festive season = mùa lễ hội - A break with tradition = một sự thay đổi so với truyền thống ………………………………………. 4. Illustrative lecture. UNIT 5: THE MEDIA PERIOD 31: LESSON 5: SKILLS 1 (READING &SPEAKING) I.Warm up: - Work in pairs to answer the following questions 16 - Give comment: "do good" II. Presentation: 1. Set the scene: We are having a lesson about these festivals And now we’ll have change the next part III. Pracice: * READING. - Ask students to read the passage and check their ideas . The teacher can say “ Please do exercise 2 individaully” - Ask students to do ex3. Find words/phrases in the passages that have similar meaning to these words or phrases and Now you remember keep calm and do it well. Anskey. 1. kings = emperors – vua 2. includes as an important part of something = bao gồm như một phần quan trọng của cái gì đó = features 3. interesting, full of fun = joyful = thú vị 4. from abroad = from overseas = nước ngoài 5. going for a long walk = hiking = leo 6. natural surroundings = scenery = cảnh thiên nhiên And please "Take a look again" and do ex4. Read the information again and answer the following questions. Answer key. 1.The Hung King Temple festival takes place from 8th to 11th day of the third lunar month. 2.Incense, specialities such as chung cakes, day cakes and five-fruit trays. 3.Because there are many joyful activities including bamboo swings, lion dances, wrestling and xoan singing performances. 4.People join the procession and make offerings of incense, flower, fruit and candles. 5.Eploring caves. * SPEAKING. 17 The teacher asks students to do ex5a: In pairs Your teacher is organising a trip. You have two options: going to Huong pagoda or going to Hung Kinh Temple. You have to decide the following: 1. Which place do you prefer to go to?why? 2. What things should you take with you?Why? + Make samples with someone. + Work in pairs. For example. Teacher: Hi, Huyen. How are you today? Huyen: Hello, teacher. I’m as usual. Teacher: What’ s the weather like today? Huyen: There is heavy rain. Teacher: Have you ever joined in the festivals? Huyen: Yes, I have Teacher: Which festivals? Huyen: Huong pagoda and Hung Kinh Temple. Teacher: Which place do you prefer?Why? Huyen: Hung Kinh festival because it upholds the annual tradition of Vietnamese people Teacher: Well, What things should you take with you?Why? Huyen: I think We should take incense, fruit and a camera because we need to offer them and take photos Teacher: Great understanding Huyen: Thanks, teacher. IV. Production: - Ask students to retell about the knowledge Which they have learnt. The teacher can say: Please have a look again and give a presentation about: V. Homework: - The teacher says: Please learnt by heart the vocabulary. - Do execices in part C in workbook and hand me up next time - Prepare the next lesson. IV. EFFECTIVENESS OF INITIATIVE. After a period of three years to apply for student subjects at secondary school. I saw the quality of Van Du students speaking better. From the students who speak the simple structure of their conversation has flexibility in using language, which is the use of the expression in the speaking. In both her English lessons and games are usually very excited to find a collocations appropriate to the context, the situation of the lesson. The student has made a habit of using collocations as much as is the proverb in Vietnamese, they've collected and ask questions of teachers transferred into English. Movement uses collocations have been replicated in the classroom of the English pilot and the application of the proverb does not stop speaking skill, but 18 also in daily communication when teachers walked into class. "Study, learn more, learn forever". There are the results of the application of the collocations in speaking last mid- term examinations. The survey used the collocations in academic subjects in English. Number of Using Effective Use at Never use students No % No % No % 174 75 43.1 84 48.3 15 8.6 The survey used collocations in speaking skill. Number of Good use Use at No use students No % No % No % 174 80 46 82 47.1 12 6.9 Here are some pictures of students have used the collocations when speaking. Looking at the statistics and the pictures shows that students know how to apply the English collocations in school has increased markedly. Students know how to apply good English collocations to communicate And they are eagle to speak English. The result of three years to apply quite satisfactory topics: - 2016- 2017 school year, the district's results good students in grade 6,8 13/14 winning students. (3 third prize and 10 students won incentive). - School year 2017-2018: Themes have applied all the other classes in the school Grade 7, 9 with the results: Good student in grade 7 district: 5/5 prizes (1 for the second prize, 3 third prize and 1 recommended). Good student in grade 9: 6/7 winners. 1 provincial encouragement prize. The average point for the 10th grade is 6.66. It was in the second of the district. - 2018- 2019 school year the district good student grade 8: 5/5 Prize (2 second prize,one third prize, two students won the incentive). Good student layer 6: 5/7 prize (1 first prize, 3 second prizes, 1 third prize). 19 C. CONCLUSION AND RECOMMENDATION I. CONCLUSION. - Speaking skill is a difficult one which helps students exercise critical thinking, and the ability to synthesize about a certain matter in life. - To Speak English well, the students must have diverse linguistic knowledge. - Use collocations to communicate is an effective way, however, the user must understand the implications of the collocation should be used because the collocations in English The combination of words does not follow the general rule. Which requires learners to remember. - What language is also a set of collocations, phrases used to refer figuratively instead of literally live, learn English while understanding the common collocations will help students read and hear better what native really wants to say. - After a period of application of the teaching practices in Van Du Secondary school both formal class time each afternoon and tutoring time. I have seen the quality of students was very positive changes in speaking, is reflected in the more specific skills practice, the periodic tests, good student exam. II. REQUEST To help students interested in speaking English, teachers must guide and encourage students to use flexible language structure, use the collocations when communication will make pithy prose and rich emotions reach a high level of language use. To experience initiatives can be effectively applied, I respect: + Education Department pays more attention to teachers by organizing English classes more thematic advanced to discuss teaching skills, speaking skills in particular, to the teachers as I was ironing further arguments about speaking ...  + The heads of the school invest more on equipment such as tutors (reference books, computers, function rooms ....). The theme is the experience of myself over the years teaching in secondary schools. I am looking forward to the comments of colleagues to be more complete in the subject. CONFIRMATION OF HEADS OF UNITS Van Du, April 22th , 2019 I swear this is my own experience initiative, is not copied the internal contents of others      The implementer                    Nguyen Thi Phon REFERENCES 20