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Sáng kiến kinh nghiệm bậc THCS về GIÚP HỌC SINH HÌNH THÀNH KỸ NĂNG TRÌNH BÀY TOPIC TRONG SPEAKING gồm cả tiếng Anh và tiếng Việt để dễ đối chiếu HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING I) Purpose of topic selection: In implementing the current teaching task under the Ministry of Education and Trainings foreign language teaching project to 2020, one of the key tasks that teachers need to achieve is that students can use English. in communication. The detail of this is that students need to be able to communicate in English in class, present their ideas in English through talking with teachers, friends, and especially having to express ideas. I thought about each Speaking topic for each Unit, but they were learning about the specific content of each class level, especially English classes under the new 10year textbook program. In fact, many teachers and students are still confused in this matter when the Speaking test has been applied to taking a column of points or 2 columns of 15 minutes to evaluate and classify students according to each semester of the school year. Knowing this problem, in practice teaching at Thu Khoa Huan Secondary School, I have found a way to support my students to be able to achieve high scores for Speaking column, especially the formation of dogs. ability to present topics according to each topic of each unit that you have learned. Here I would like to present the ideas that I have applied and brought equally effective with the name for this article:
HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING I) Purpose of topic selection: In implementing the current teaching task under the Ministry of Education and Training's foreign language teaching project to 2020, one of the key tasks that teachers need to achieve is that students can use English in communication The detail of this is that students need to be able to communicate in English in class, present their ideas in English through talking with teachers, friends, and especially having to express ideas I thought about each Speaking topic for each Unit, but they were learning about the specific content of each class level, especially English classes under the new 10-year textbook program In fact, many teachers and students are still confused in this matter when the Speaking test has been applied to taking a column of points or columns of 15 minutes to evaluate and classify students according to each semester of the school year Knowing this problem, in practice teaching at Thu Khoa Huan Secondary School, I have found a way to support my students to be able to achieve high scores for Speaking column, especially the formation of dogs ability to present topics according to each topic of each unit that you have learned Here I would like to present the ideas that I have applied and brought equally effective with the name for this article: HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING II) Novelty and creativity: In fact, teaching at … Secondary School, I was assigned to teach new English classes of the 10-year program from the 2016-2017 school year (teaching class 6A2) and the 2017-2018 school year (teaching class 7A1 and 7A2) With the 10-year program of English, the knowledge for each presentation is extremely rich and one of the compulsory contents of Speaking must be tested to get columns of 15 minutes (2016-2017 take column 15 minutes) and is tested at the end of each semester to contribute to the grading and grading of a subject with a written test As a passionate and passionate English teacher in my career, I have many times pondered when the children speak English too weak, so how can you get good grades in the Speaking tests? And my frustration got even higher when my first 15 Speaking test in HKI of the 2016-2017 school year was not up to expectations I have found many ways and methods to apply and in teaching to help students improve their Speaking skills but it failed until the following contents presented in this writing were applied the students have profoundly improved their English skills in Speaking and their scores on the final exams of the first semester and the second semester of the 2016-2017 school year meet the quality better results and that achievement continues to help students achieve higher scores until the time I present this article is the second and third 15-minute test scores (through the Speaking test) of students class 7A2 (the class in which I applied the ideas presented in this writing when they were students of grade 6A2 so far) achieved extremely satisfactory results And here I would like to share what I have applied to help students have more progress in presenting their Speaking skills Those contents are: 1) Forming ideas At the first stage of receiving students to teach, I found that the level and ability of students to enjoy learning with English is extremely high and vibrant I think it is not difficult for them to present the Speaking ideas for each topic in the lesson However, I was disillusioned when many students were very good, really wanted to talk about what I needed to say, even the need to speak English was so high that they were annoyed but they could not speak I had to work very hard to help the children present their issues And I asked myself many times, “What's wrong, my students like to speak English so why can't they speak? So what is the cause? ”Why so many times, and many times when I was exposed to the problem that my students could not present the problem they need to say in Speaking, I also found the answer for myself , which can be said to help me make a lot of achievements and since then I have continued to choose to nurture them and achieve high results in the Englishspeaking school exam of the 2016-2017 school year and the school level of the 20162017 school year and the school-level English Speaking Speech of the 2017-2018 school year The answer that I want to mention is only encapsulated in four words, four words are: FORMING IDEAS Yes, reality has proven that the idea formed within each individual is very important When we have an idea, we can everything we want with knowledge and enthusiasm The right idea will guide us to perform the right action and the idea is like the light lit up At the destination, we are destined to succeed in life Therefore, the idea of a Speaking topic is extremely important, it will help us to keep abreast of the topic to be presented and will present the purpose of the presentation After sharing the above-mentioned ideas with the students, they developed their own learning strategy through forming ideas before presenting a problem Since then, each time they encounter a topic or problem they need to present, they not rush to present it immediately, but let their ideas work before they speak So how can students form ideas for a Speaking presentation? In any case, it is not an easy problem that requires each child to have a serious working attitude and follow what the teacher instructs To get ideas for a topic in Speaking, students have to ask specific questions for each topic and at least students have to be able to answer them in short answer form or if students If you can not ask questions to formulate ideas for each topic, teachers will help them at this stage Moreover, when they have difficulty writing answers in the form of short answers, teachers can let them work in groups to exchange ideas with each other The groups then present their answer trees and the teacher will help them complete the ideas Here are some specific examples for some topics that I helped students in grade 6A2 of the 2016-2017 school year to formulate ideas for each topic according to each Unit of the 10-year English textbook Introduced for your reference (see appendix 1) After the idea is formed and completed, they need to have a strategy that is to create an outline 2) Building outlines Outline is an essential weapon of any author who wants to write or present his topic successfully Outlines are considered torches that make it easy for us to reach the finish line of success If there is no outline, then the writer or the speaker will easily get lost in the problem and must lead to vicious vicious escape, the ideas that will be wonky are incoherent, unclear, making the article or say become ruffled and disorderly So what is the outline and what to say in each part of that outline I have instructed how to set up the outline for students as follows: -Introduction of outline should have: + Lead in + Opening + Body + Closing + Ending - What students say in the Leading section: Any Speaking needs to have a Lead in because it will guide the listener (teacher) on the issues that they need to present This is considered an essential part of any Speaking topic The Lead in section is also very easy to set up and can also be considered as the most mechanical part of each Speaking topic so it is easy for the students to form a habit and always put the Lead in part in the presentation His Speaking topic The Lead in part is briefly mentioned in some words: "Today, I would like to talk about " Specifically, when talking about the topic "What is your hobby?", They just need to say: Today, I would like to talk about my hobby It's done Or they will talk about the topic "What should we to keep healthy?" They will say "Today, I would like to talk about the things we should to keep healthy Or talk about the topic" What you think about " community service? ” Lead in would be: Today, I would like to talk about my ideas about community service And when talking about the topic" What you think about music and arts? ", the Lead in sentence would be applied are: Today, I would like to talk about commuinty service In this way, it will be easier for them to form a habit of putting Lead in into Speaking and make listeners feel comfortable when they are oriented to the problem Since then, the effectiveness of the students' Speaking scores will be improved and Hs's skills will be more and more solid in presenting the Lead in part of a Speaking presentation - What students say in the Opening section: The opening will open the right direction, important for a Sepaking song This is considered as a guideline to create a breakthrough for the entire topic to be presented in a Speaking topic The Opening part will help the speaker to open up the ideas that need to be presented in the Body and the opening section will change according to each specific topic that needs to be presented, so it requires the speaker to get the idea right from the idea formation stage for the Opening part because this is a very important part for a Speaking presentation And the Opening part depends entirely on the Lead in part, if the Lead in part has no idea of the presentation, the Opening part cannot be conducted and it is considered that the entire Speaking cannot be done or can only be performed in an unclear manner, as the grandparents once said, "headless and tailless." Please refer to Appendix for reference in the Opening section - What students say in the Body section: The Body can be considered as the lifeblood of a Speaking test because it is an integral part, without which it cannot be considered a Speaking and what has been formed in the idea, or Lead in and Opening are discarded The Body part determines the value of a Speaking so it requires students to reflect knowledge of vocabulary about sentence structure and sometimes requires real knowledge of the problem they need to present If you are not well-prepared, the body part will be incomplete, without the vocabulary, you can not present your ideas in words but also the secret cherished in your head, no sentence structure then the words are just fragments lying discrete side by side incompletely So providing students with vocabulary to turn ideas into words and provide sentence structure so that they can put words together into words is an important stage in the teaching process a teacher I will mention the section providing necessary vocabulary for students in a Sepaking presentation later - What students say in the Closing section: The Closing part is the closing of what the speaker has said, in order to bring the listener to satisfaction, the unity of the issues presented throughout from the top to the bottom of a Speaking The good or not good Closing part is depending on vocabulary knowledge and knowledge of sentence structure that teachers have conveyed to students in the teaching process and depending on the comprehension of students in the learning process The Closing part contributes equally to the assessment of students' English proficiency although this is a part that does not require much talking but requires students to know the appropriate vocabulary selection and logical sentence structure At this point, the speaker must use synonyms, synonyms, other words or summarize the parts presented above but must not duplicate the ideas presented above In short, Closing is a different way of saying the Opening to close the problem with many different tricks Example: When talking about Community Service topics Presented in the Opening and Closing section as follows: + Opening: I think music and arts are helpful because they can help people relax and bring people together + Closing: In short, music and arts connect people together and give them happy time for entertainment + In Opening we have "help people relax" rewritten to "give them happy time for entertainment" in the Closing section. Use synonyms + In Opening we have "bring people together" which is restated as "connect people together" in the Closing section Use synonyms - What students say in the Ending section: This part tells the listener that the problem we need to present has ended and shows the delicacy and politeness of the speaker to the listener The Ending section also has a simple structure that is easy to say and remember like the Lead in part This part is structured mechanically but also brings satisfaction to listeners but requires students to be very careful in using polite and polite language according to the audience (mostly teachers and examiners) so I provided the students with a structure: "That's all about my Thank you for your attention!" Students may not use "Thanks for" because this is a tactless way of saying that they are older than themselves or that they are not allowed to just say "That's all." And skip "Thank you for your attention," because this is also extremely delicate to listeners especially judges of competitions So for this Ending part, students only replace words or phrases that are suitable for the topic they are talking about in the instruction form The teacher will have a complete Ending Example: + Subject: What is your hobby? Then the Ending can be: That’s all about my hobby Thank you for your attention! Topic: What should we to keep healthy? Then the Ending section might be: That’s all about the things we should to keep healthy Thank you for your attention! + Topic: What you think about community service? Then the Ending part could be: That’s all about my ideas about community service Thank you for your attention! + Topic: What you think about music and arts? Then the Ending might be: That’s all about my ideas about music and arts Thank you for your attention! + Topic: How to cook your favorite food? then the Ending might be: That’s all about the steps of making my favorite food Thank you for your attention! 3) Provide necessary vocabulary As mentioned above, vocabulary is indispensable for each topic, which is an extremely crucial component for a Speaking Without vocabulary, you cannot turn ideas into words Vocabulary will help make a difference between one person and another because at the same time, a problem, an idea but each person's vocabulary will make a difference for each individual For example, when talking about hobby, there are many vocabulary words to choose from We can talk about hobby in several ways: + My hooby is listening to music + My interest is listeing to music + My favorite thing is listening to music + My favorite thing to in my free time is listening to music + I am into listening to music + I love listening to music + I enjoy listening to music + I like listening to music + I am interested in listening to music + I am keen on listening to music + I am fond of listening to music + I am a big fan of music in general + Listening to music is one of my favorite free time activities + Listening to music is the thing I often in my free time Applying a rich vocabulary to Speaking will help listeners assess the speaker's proficiency more accurately and the requirement of Speaking in communication, tests and exams is also easier to achieve success Therefore, providing the necessary vocabulary for a lesson topic is a necessary and extremely important task that requires teachers to deepen their research and find suitable forms to convey to learners Therefore, in every topic that I am going to teach, I will research and select the necessary vocabulary, the main focus is that when the students finish the vocabulary, they can understand the content of the textbook and have enough knowledge to the requirements of the exercises in textbooks, but also be able to apply them to the presentation of your topics Example: When teaching Unit 1: My hobbies -After completing this lesson, students must present the topic "What is your hobby?" -So the essential vocabulary provided for this topic is about hobby I have applied many specialized tricks to get the children to work on their brains which will collect vocabulary on topics of interest These tactics can be Brainstorming, Matching, Bingo !, Lucky Number, Kim’s game, Find someone who (see Appendix 3) The vocabulary used in presenting one topic may be related to another, and the vocabulary between the lessons is closely related So, when presenting this topic, knowing how to apply vocabulary related to other issues will help to speak more richly and attract listeners and also demonstrate students' knowledge of the issues that they need to present Therefore, during the teaching process, teachers need to constantly teach new words and reinforce old vocabulary for them so that they can apply effectively in learning, especially in Speaking Let's analyze a Speaking of a Grade 7A2 student when talking about hobby to see the importance and effectiveness of applying vocabulary to the Speaking problem presentation (I only analyze the Body part of the Speaking presentation, please see appendix to see the full text of the lesson) “Firstly, making models can help me relax after studying hard because I can play with them and I sometimes make models with my parents, brothers, sisters, my friends and my classmates and so on We really have good fun together when we make models Therefore, making models brings me a lot of happiness I feel really relaxing when I make models Secondly, making models is not difficult because there are a lot of easy models for me to make such as pot, teapot, pan, bike and so on I can easily choose a topic to make the models because there are a lot of normal things around me For example, one day, on the way to my school I saw cat eating a fish I like this view very much, so I make a model of a cat, a model of a fish I put the fish in the cat’s mouth That helps my remember about the day I saw them Finally, making models is cheap because the materials for making them are not very expensive We can use many kinds of materials to make models They can be clay, stones, tree leaves, tree branches, paper and so on I can collect them every where around me I don`t pay a lot of money for buying the materials Moreover, using recycled things to make models is one of the best way to keep our environment clean and healthy ” + This is a Speaking about hobby but I have put a lot of vocabulary related to other topics that I have learned from grade in my Speaking As follows + In Firstly, there are the words "my parents, brothers, sisters" belonging to the topic "Unit 1: My home" and the words "my friends and my classmates" belong to the topic "Unit 3: My friend" of 6th grade English program of 10 years + In Secondly, there are the words "pot, teapot, pan" belonging to the topic "Unit 1: My home" and the words "difficult, normal, easy, view" under the subject "Unit 5: Natural wonders Of the world" of the 6th grade English in 10 years program + In the Finally section, the terms "clay, stones, tree leaves, tree branches, paper" belong to the theme "Unit 10: Our houses in the future" and the words "recycled things, environment, clean, healthy" belong to topic “Unit 11: Our greener world” of the 6th grade English in 10 years program 4) Apply appropriate sentence structure As mentioned above, the sentence structure is like a string through string beads (vocabulary) to connect them together into a beautiful circle (a complete sentence) Each topic to be talked about can be presented through many forms using many different sentence patterns and each individual student will bring us different sentence patterns according to interests and knowledge and the teachers' communication to them Teachers must orient which structure is necessary for students to apply in presenting their Speaking topic In the early stages of learning, they may apply the machine according to the structure that the teacher provides but over the time they are used and trained regularly, their knowledge will be increasingly advanced and each child will have a separate selection of sentence patterns that are appropriate for you to present what needs to be said in each Speaking topic For example, when talking about hobby, to introduce about their hobbies, they can apply a variety of sentence patterns in combination with vocabulary to present as mentioned in the example above Please be mentioned again below: + My hooby is listening to music + My interest is listeing to music + My favorite thing is listening to music + My favorite thing to in my free time is listening to music + I am into listening to music + I love listening to music + I enjoy listening to music + I like listening to music + I am interested in listening to music + I am keen on listening to music + I am fond of listening to music + I am a big fan of music in general + Listening to music is one of my favorite free time activities + Listening to music is the thing I often in my free time Therefore, it is very important to train students to understand sentence structure in English and apply sentence structure to present problem in Speaking and it will determine the success and difference of each student in learning English 5) Apply link words to link ideas between sentences: Word linking is essential in presenting any problem Word bonding can be seen as a glue to connect parts of the sentence together or to link the sentences together systematically and help listeners understand what the speaker presents logically Best Word links in English are extremely rich (see appendix 5) They can be prepositions, adverbs, require teachers to clearly and specifically guide them so that they can grasp these link words and apply them in learning and speaking Speaking words in Speaking need to be improved over the years and must be guided by the teachers every day through the transfer of knowledge presented every day I myself have helped them apply basic words like "and, so, because, but, firstly, secondly, thirdly, finally, in short, " in presenting their Speaking problem through Each lesson and in the process of guiding the students to present their topic to present their Speaking is richer and better like learning English just to bring it home This will stimulate students' eagerness to learn and increase their interest in learning subjects Making a solid foundation for children to confidently enter the next levels of education and become a good worker for the country in the future to integrate with other major economies CÁC PHỤ LỤC Phụ lục 1: Xây dựng ý tưởng chủ đề theo Unit SGK chương trình tiếng Anh hệ 10 năm (Một vài ví dụ điển hình) TOPIC 1: MY NEW SCHOOL 1) What is you new school's name? 2) Is it in the country or in the city? 3) It is big or small? 4) Are there any trees in your new school? 5) Are there any flowers in your new school? 6) Is the school yard big or small? 7) How many teachers are there in your new school? 8) How many classes are there in your new school? 9) How many students are there in your new school? 10) Is your new school near or far from your house? 11) How you go to your new school everyday? 12) What you to keep your new school pretty everyday? 13) Do you love your new school? 14) Do you study well to become a good student? TOPIC 2: MY NEW FRIEND 1) What is your new friend? 2) How old is he? 3) Is he in your classmate? 4) Does he sit next to you? 5) What is his favourite subject? 6) Do you have the same favourite subject as you? 7) Do you go to school with him everyday? 8) Are you best friends together? 9) Do you help together study well? 10) What you and he together in your free time? 11) Are you and him best friend forever? 12) Are you happy to be his best friend? TOPIC 3: MY HOME (MY FAMILY) 1) Where you live? 2) Is your house in the country or in the city? 3) Is your house big or small? 4) Is your house old or new? 5) How many people are there in your family? 6) Who are they? 7) How old is your grandfather? 8) Where does your grandfather work? 9) How old is your grandmother? 10) Where does your grandmother work? 11) How old is your father? 12) What is your father's job? 13) Where does your father work? 14) How old is your mother? 15) Where does your mother work? 16) How old is your brother? 17) Is he a student? 18) How old is your sister? 19) Is she a student? 20) Do you love your family? TOPIC 4: MY HOUSE 1) Where you live? 2) Is your house in the country or in the city? 3) Is your house big or small? 4) Is your house old or new? 5) How many rooms are there in your house? 6) What are they? 7) What are there in your living rooms? 8) What are there in your bedroom? 9) What are there in your kitchen? 10) What are there in your bathroom? 11) What is your favourite room in your house? 12) Do you love your house? TOPIC 5: MY NEIGHBOURHOOD 1) Where you live? 2) What are there near your house? 3) Are they big or small? 4) Are they new or old? 5) Are there many people there? 7) Are they noisy or peaceful? 8) How can you get there? 9) Where you usually come everyday? 10) What are not there in your neighbourhood? 11) Do you like the places in your neighbourhood? Phụ lục 2: Nội dung cần có phần Opening (Một vài ví dụ điển hình vài topic chương trình SGK tiếng Anh hệ 10 năm) Topic 1:What is your hobby? There are many things for relaxing such as gardening, flying kites, birdwatching and so on But I like making models best with some reasons below Topic 2: What should we to keep healthy? As health is important to everybody, we must keep our health well by following something below Topic 3: What you think about community service? Community service is the work people for the benefits of the community Doing volunteer work is extremely simple Topic 4: What you think about music and arts? I think music and arts are helpful because they can help people relax and bring people together Topic 5: The steps of making your favourite food There are many kinds of food such as chicken, eel soup, noodles and so on But like like omelette best There are five steps of making omelette Phụ lục 3: Một số thủ thuật truyền tải từ vựng liên quan đến chủ đề My hobbies *Brainstorming -Students work in two groups (A & B) -Students think of vocabulary which relates to the topic hobby -Students wirte on the board -T gives remarks and gives more words listening to music playing chess hobbies swimming fishing reading books *Matching: -Students work in groups of or playing marbles -Students match the words in column A with the correct pictures in column B -Students presents the answers on the board -Teachers gives feedbacks A flying kites B a INCLUDEPICTURE "https://encryptedtbn0.gstatic.com/images? q=tbn:ANd9GcQ_2tWSRSyF6VHcjG t8i1zUsEy7FAofeW9Fb2HobCHN0gu CgUlcJg" \* MERGEFORMATINET INCLUDEPICTURE "https://encryptedtbn0.gstatic.com/images? 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q=tbn:ANd9GcQmDwoW5iQX9wyR JqjAxQKqKrMXDxr7aegqSiExyYIy RPThyzaHzA" \* MERGEFORMATINET INCLUDEPICTURE "https://encrypted- tbn0.gstatic.com/images? q=tbn:ANd9GcQmDwoW5iQX9wyR JqjAxQKqKrMXDxr7aegqSiExyYIy RPThyzaHzA" \* MERGEFORMATINET INCLUDEPICTURE "https://encryptedtbn0.gstatic.com/images? q=tbn:ANd9GcQmDwoW5iQX9wyR JqjAxQKqKrMXDxr7aegqSiExyYIy RPThyzaHzA" \* MERGEFORMATINET making models e going sailing f having a picnic g Keys: 1a; 2d; 3c; 4d; 5f; 6e; 7g *Bingo! -T presents somes words (8 to 10 words) about hobbies -Students repeat the words -Students choose or words form the list above to write down on their small pieces of paper -Teacher reads the words in random -Students tick the words they have in their paper -Ss win the game when they have all the words ticked -Examples words/phrases: +watching TV +listening to music +playing soccer +playing badminton +shopping +mountain-climbing +chatting +surfing on the internet +gradening +running *Lucky Number -Teacher gives the questions (with numbers in which there are numbers called Lucky Numbers) -Students work in groups (A & B) -Students choose the number and answers the questions to get marks when the numbers are questions and students also get marks when they choose the lucky numbers -Some example numbers: 1) Lucky Number 2) What is your hobby? 3) Do you like listening to music? 4) Lucky Number 5) Lucky Number 6) Do you like reading? 7) Do you hate collecting stamps? 8) Is cycling your hobby? 9) Do you often have a picnic with your family? *Kim’s game -Teacher presents a poster of words about hobbies -Students read and try to remember as many words as possible -Teacher hides the poster -Students rewrite the words in groups -Example words/phrases: +listening to music +shopping +playing soccer +watching TV +playing badminton +running +chatting with friends +playing volleyball +surfing on the internet +gradening *Find someone who -Students go around to interview their classmates -Students write the names in the grid -Who finishes the grid first is the winner -Teacher gives students the model sentences or examples Find someone who likes read books watch TV listen to music climb mountain plant trees the housework collect coins Names Phụ lục 4: Một topic hoàn chỉnh HS lớp 7A2 sau áp dụng bước hướng dẫn GV Good morning teacher My name is Nguyen Van X Today, I would like to talk about my hobby There are many things for relaxing such as gardening, flying kites, birdwatching and so on But I like making models best with some reasons below Firstly, making models can help me relax after studying hard because I can play with them and I sometimes make models with my parents, brothers, sisters, my friends and my classmates and so on We really have good fun together when we make models Therefore, making models brings me a lot of happiness I feel really relaxing when I make models Secondly, making models is not difficult because there are a lot of easy models for me to make such as pot, teapot, pan, bike and so on.I can easily choose a topic to make the models because there are a lot of normalthings around me For example, one day, on the way to my school I saw cat eating a fish I like this view very much, so I make a model of a cat, a model of a fish I put the fish in the cat’s mouth That helps me remember about the day I saw them Finally, making models is cheap because the materials for making them are not very expensive.We can use many kinds of materials to make models They can be clay, stones, tree leaves, tree branches, paper and so on I can collect them every where around me I don’t pay a lot of money for buying the materials Moreover, using recycled things to make models is one of the best way to keep our environment clean and healthy In short, making models is not a difficult hobby.It doesn’t cost lots of money, it brings me plenty of good moods Therefore I consider is as one of my interestsin my life That’s all about my hobby Thank you for your attention! Phụ lục 5: Những từ liên kết tiếng Anh Những từ dùng để thêm thơng tin • and (và) • also (cũng) • besides (ngồi ra) • first, second, third… (thứ nhất, thứ hai, thứ ba…) • in addition (thêm vào đó) • in the first place, in the second place, in the third place (ở nơi thứ nhất, nơi thứ hai, nơi thứ ba) • furthermore (xa nữa) • moreover (thêm vào đó) • to begin with, next, finally (bắt đầu với, là, cuối là) Những từ dấu hiệu nguyên nhân, hệ • Accordingly (Theo như) • and so (và thế) • as a result (Kết là) • consequently (Do đó) • for this reason (Vì lý nên) • hence, so, therefore, thus (Vì vậy) • then (Sau đó) Những dấu hiệu so sánh • by the same token (bằng chứng tương tự thế) • in like manner (theo cách tương tự) • in the same way (theo cách giống thế) • in similar fashion (theo cách tương tự thế) • likewise, similarly (tương tự thế) Những dấu hiệu đối lập • but, yet (nhưng) • however, nevertheless (tuy nhiên) • in contrast, on the contrary (Đối lập với) • instead (Thay vì) • on the other hand (Mặt khác) • still (vẫn) Những từ dấu hiệu kết luận tổng kết • and so (và thế) • after all (sau tất cả) • at last, finally (cuối cùng) • in brief (nói chung) • in closing (tóm lại là) • in conclusion (kết luận lại thì) • on the whole (nói chung) • to conclude (để kết luận) • to summarize (Tóm lại) Từ dấu hiệu để ví dụ • as an example • for example • for instance • specifically • thus • to illustrate Những từ dấu hiệu khẳng định • in fact (thực tế là) • indeed (Thật là) • no (khơng) • yes (có) • especially (đặc biệt là) Những từ dấu hiệu địa điểm • above (phía trên) • alongside (dọc) • beneath (ngay phía dưới) • beyond (phía ngồi) • farther along (xa dọc theo…) • in back (phía sau) • in front (phía trước) • nearby (gần) • on top of (trên đỉnh của) • to the left (về phía bên trái) • to the right (về phía bên phải) • under (phía dưới) • upon (phía trên) Những từ dấu hiệu nhắc lại • in other words (nói cách khác) • in short (nói ngắn gọn lại thì) • in simpler terms (nói theo cách đơn giản hơn) • that is (đó là) • to put it differently (nói khác thì) • to repeat (để nhắc lại) 10 Những từ dấu hiệu thời gian • afterward (về sau) • at the same time (cùng thời điểm) • currently (hiện tại) • earlier (sớm hơn) • formerly (trước đó) • immediately (ngay lập tức) • in the future (trong tương lai) • in the meantime (trong chờ đợi) • in the past (trong khứ) • later (muộn hơn) • meanwhile (trong đó) • previously (trước đó) • simultaneously (đồng thời) • subsequently (sau đó) • then (sau đó) • until now (cho đến bây giờ) 11 Những từ dấu hiệu thời gian • afterward (về sau) • at the same time (cùng thời điểm) • currently (hiện tại) • earlier (sớm hơn) • formerly (trước đó) • immediately (ngay lập tức) • in the future (trong tương lai) • in the meantime (trong chờ đợi) • in the past (trong khứ) • later (muộn hơn) • meanwhile (trong đó) • previously (trước đó) • simultaneously (đồng thời) • subsequently (sau đó) • then (sau đó) • until now (cho đến bây giờ) 12 Showing examples (đưa ví dụ) • For example • For instance • Such as … • To illustrate: 13 Generalising (tổng qt, nói chung) • Generally, • In general, • Generally speaking, • Overall, • On the whole,: On the whole,I think it is a good idea but I would still like to study it further • All things considered, 14 Specifying (nói chi tiết, cụ thể) • In particular, • Particularly, • Specifically, • To be more precise, 15 Expressing your opinion (nêu lên ý kiển mình): • In my opinion, • Personally, • From my point of view, • From my perspective, • It seems to me that… • I believe that… • It appears to me that … 16 Constrasting ideas (đưa ý kiến đối lập): • However, • Nevertheless, • On the other hand, • On the contrary, • Nonetheless, • Although……, … • ….while/whereas 17 Comparing (so sánh): • ….similar to… • Similarly, • In much the same way, • …as…as… 18 Adding information (thêm vào ý kiến): • Moreover, • Furthermore, • In addition, • Besides, • What’s more, • Apart from…, • Also, • Additionally, 19 Expressing certainty (thể chắn điều đó): • Certainly, • Undoubtedly, • Obviously, • It is obvious/clear that… • Definitely 20 Expressing agreement (đưa đồng tình): • …in agreement that… • …in accordance with • Accordingly 21 Stating the reason why something occurs/happens (đưa lí do, ngun nhân): • Due to… • Owing to… • This is due to … • …because… • …because of… 22 Stating the effect/result (đưa hậu quả, kết quả): • As a result, • Therefore, • Thus, • For this reason, • Consequently, • As a consequence, 23 Sequencing (thứ tự): • Firstly, • Secondly, • Thirdly, • Finally, • Lastly, • At the same time, • Meanwhile, 24 Concluding (kết luận): • To conclude, • In conclusion, • To summarise, • In summary, • In short, • To conclude with, ... listening to music + I am into listening to music + I love listening to music + I enjoy listening to music + I like listening to music + I am interested in listening to music + I am keen on listening... interest is listeing to music + My favorite thing is listening to music + My favorite thing to in my free time is listening to music + I am into listening to music + I love listening to music + I... presenting problems in Speaking so their scores in Speaking are getting better Thereby increasing the interest of children in English subjects in particular and the remaining subjects in general,