TABLE OF CONTENTS

TABLE OF CONTENTS

LIST OF TABLE

LIST OF FIGURE

CHAPTER I: INTRODUCTION ...................................................................... 1

1.1. Background of study ................................................................................... 1

1.2. Research Aims ............................................................................................ 1

CHAPTER II: CONTENT ................................................................................ 2

2.1. Describe the solution before creating the initiative .................................... 2

2.2. Describe the topic solutions ........................................................................ 2

2.2.1. Solution 1: Consult with the school board of directors and

professional groups ......................................................................................... 3

2.2.2. Solution 2: Test your understanding and ability in English eloquence 3

2.2.3. Solution 3: Develop training plans and contents .................................. 3

2.2.3.1. Training plan .................................................................................. 3

2.2.3.2. Training content ............................................................................. 6

2.2.4. Solution 4: Form pronunciation, listening, communication and

rhetoric skills ................................................................................................ 13

2.2.5. Solution 5: Collect and build a question bank .................................... 16

2.2.6. Solution 6: Coordinate with parents in fostering work ...................... 17

2.3. The effectiveness of the topic ................................................................... 17

2.3.1. Economic effectiveness ...................................................................... 17

2.3.2. Social effectiveness ............................................................................ 17

2.3.3. Applicability and replication .............................................................. 18

CHAPTER III. CONCLUSION ...................................................................... 19

3.1. The significance of topic .......................................................................... 19

3.2. Recommendations and suggestions .......................................................... 19

REFERENCE .................................................................................................... 21

APPENDIX ........................................................................................................ 24

LIST OF TABLE

Table 1. Teaching plan to foster English eloquent skills for grade 10 specialized

students ................................................................................................................. 4

LIST OF FIGURE

Figure 1. Additional vocabulary on the topic “Family, Friends and

Relationships” ....................................................................................................... 7

Figure 2: The vocabulary of Unit 1. Family life of the 10th grade English

textbook (I-learn smart world) .............................................................................. 8

Figure 3. Vocabulary of the topic “Information Technology” in the book

Vocabulary for IELTS .......................................................................................... 9

Figure 4. Introducing a basic essay structure ..................................................... 10

Figure 5. Illustrative example to analyze the structure of an essay .................... 11

Figure 6: Presentation structure .......................................................................... 13

1

CHAPTER I: INTRODUCTION

1.1. Background of study

In order to promote the movement of speaking English and learning English in

specialized schools as well as give students the ability to develop comprehensively,

teachers should create opportunities for students to demonstrate their English speaking

ability, which contributes to training communication skills in foreign languages, oratory

ability, and improving the quality of English teaching and learning in schools. To

promote students' creativity, acumen, and intelligence, teachers also try to learn and

implement eloquent skills in their lesson plans to increase the interest of gifted students.

This is one of the useful skills that help students expand their vocabulary, grammar,

practice writing and speaking skills, and create motivation to help them become more

confident when communicating in English.

As I am a teacher who has been teaching professionally for a few years with a lot

of enthusiasm and concern about how to train talented pupils who are good at

communicating and being eloquent in English for my school, I made plan for my

teaching in class.

Teaching students to be eloquent in English is a process. Therefore, to create a

complete plan, we have to ask many questions to ourselves and our students. How to

learn to speak well about topics? How to teach students to have good rhetoric skills in

English? What are some tips for students to be confident on stage? That is the concern

of every English teacher. With all my efforts in thinking, exploring, exchanging and

discussing with other colleagues, along with rubbing hands-on experiences in teaching

and supporting the training of students specializing in learning English eloquent skills

at the high school level over the past few years, I boldly share some of my experiences

and thoughts through the topic: “How to develop eloquence in speaking for the gifted

students”. With the desire to share experiences and contribute to enriching methods and

materials for teaching English rhetoric skills for specialized students with colleagues, so

that the movement can increasingly develop its good effects.

1.2. Research Aims

In this research, the researcher has two aims in researching that in following below:

1. To find out some eloquent teaching techniques in speaking.

2. To apply the eloquent teaching techniques in a lesson on speaking skill.

2

CHAPTER II: CONTENT

2.1. Describe the solution before creating the initiative

In recent years, developing English eloquent skills for teaching specialized

students has attracted a lot of attention from Departments of Education, schools,

teachers, students and parents in Hue province. To meet this requirement, Quoc Hoc

High School for the gifted in general and the English team in particular have invested

effort and time in finding document sources and carefully preparing lesson plans before

class to guide students in completing into a full exercise. After a process of selecting

and training students, I have drawn the following experiences:

First, since there are not many resources on teaching rhetoric skills for

specialized students, teachers do not have many sources to research.

Second, students lack vocabulary or poor thinking and association skills, and do

not have a lot of ideas for speaking topics.

Third, they have fear and lack of confidence when presenting in public. In

addition, they have not grasped the techniques to attract listeners and their

demeanor is not up to standard. This greatly affects the presentation of the topic

and answering questions from the judge.

Fourth, due to the lack of a learning environment and communication with

foreign teachers, their pronunciation is not completely correct.

The above difficulties and challenges motivated me to research and explore some

books to develop English rhetoric skills for specialized high school students.

2.2. Describe the topic solutions

After a few years of directly teaching students specializing in English rhetoric

skills at the school, I have drawn up a few effective solutions, along with reference

documents that I have compiled closely to the topics according to the 2018 pilot

textbook program. I hope the solutions of the topic will contribute to improving the

quality of English rhetoric skills of specialized students of the provinces in general and

Quoc Hoc High School for the gifted in particular.

3

2.2.1. Solution 1: Consult with the school board of directors and professional groups

As a teacher who directly teaches specialized students, I have actively consulted

with the school's Board of Directors and the professional group to create the best

conditions as soon as possible so that my colleagues and I have time to research

documents and achieve high results. Besides, we need to develop reasonable plans and

schedules together. In addition, I suggest the Board of Directors should provide

additional resources for speaking and rhetoric books at the library for English teachers

and students to refer to.

2.2.2. Solution 2: Test your understanding and ability in English eloquence

* Purpose: One of the basic steps for teachers to grasp the status of students in their

class is to check the level of students' eloquence and vocabulary so they can prepare

lessons which is appropriate to the class they teach.

* I took the following steps to evaluate students:

Step 1. Based on the assessment of the English teachers' abilities in class and based

on the previous year's English learning results.

Step 2: Organize a survey with 4 contents:

- Vocabulary: take a vocabulary test about 100 sentences at levels B2 and C1 to

test the depth of understanding and flexibility when using words.

- Writing: write an essay about 250 words - you can design your own or use the

topics in task 2 of IELTS Writing.

- Public speaking: assign students a topic related to the topics they have learned

and present for about 3-5 minutes.

- Interviewing: ask 2-3 questions related to the topic the student presented.

2.2.3. Solution 3: Develop training plans and contents

2.2.3.1. Training plan

Based on the teaching plan according to the new 2018 textbook, I have developed

and planned to integrate into the lessons as follows. Specifically, each specialized class

will have 6 specialized classes (including full teaching of 4 skills, grammar and

vocabulary), so I let you practice within 8 months of the 10th grade year. On average,

there are 2 periods per week for learning rhetoric skills. This is the right time for students

to study this rhetorical skill in-depth because they have just entered high school, so most

of the skills are not good yet. This will help them become more interested and expand

knowledge for themselves.

4

Make a specific, detailed training plan for each vocabulary topic, writing skills

exercises and rhetoric topics:

Table 1. Teaching plan to foster English eloquent skills for grade 10

specialized students

Month

Lessons

Contents

September

1-2

Teach students how to speak eloquently.

3-4

Teach students how to write “Argumentative/Opinion/Agree

or Disagree” essay effectively.

5-6

TOPIC 1: In some countries, many more people are choosing

to live alone nowadays than in the past. Do you think this is a

positive or negative development?

7-8

Practice writing skill and correct students’ writing directly.

October

1-2

Vocabularies for “Making decision” and grammar.

3-4

TOPIC 2: Should parents make decisions for their children?

Do you agree or disagree with this opinion?

5-6

TOPIC 3: Foreign visitors should pay more than local visitors

for cultural and historical attractions. To what extent do you

agree or disagree with this opinion?

7-8

Practice writing skill and correct students’ writing directly.

November

1-2

Practice reading & listening skills

3-4

TOPIC 4: What are the good and bad points of advertisements?

5-6

TOPIC 5: Some people think that strict punishments for

driving offences are the key to reducing traffic accidents.

Others, however, believe that other measures would be more

effective in improving road safety. Discuss both these views

and give your own opinion.

7-8

Practice writing skill and correct students’ writing directly.

5

December

1-2

Vocabularies for “Technology” and grammar.

3-4

TOPIC 6: Do you think people’s work in the future will be

heavily affected by technology?

5-6

TOPIC 7: Some people regard video games as harmless fun

or even as a useful educational tool. Others, however, believe

that video games are having an adverse effect on the people

who play them. In your opinion, do the drawbacks of video

games outweigh the benefits?

7-8

Practice writing skill and correct students’ writing directly.

January

1-2

Practice reading & listening skills

3-4

TOPIC 8: Nowadays people become more impatient because

of the conveniences of modern life.

5-6

TOPIC 9: Several languages are in danger of extinction

because they are spoken by a small number of people, some

people say that government should spend public money on

saving these languages, while others believe that would be a

waste of money.

Discuss both these views and give your opinion.

7-8

Practice writing skill and correct students’ writing directly.

February

1-2

Vocabularies for “Sports & Health” and grammar.

3-4

TOPIC 10: Fewer young people play sports these days. Why is this?

What can be done to encourage more young people to do sports?

5-6

TOPIC 11: In the developed world, average life expectancy is

increasing. What problems will this cause for individuals and

society? Suggest some measures that could be taken to reduce

the impact of aging populations.

7-8

Practice writing skill and correct students’ writing directly.

March

1-2

Practice reading & listening skills

6

3-4

TOPIC 12: Nowadays it is common for people to get married

and have children in their thirties rather than when they are

younger. Do you agree or disagree that this trend will benefit

society?

5-6

TOPIC 13: Some people believe that teenagers should be

required to do unpaid community work in their free time as it

is beneficial for the community and teenagers as well. To what

extend do you agree with the statement.

7-8

Practice writing skill and correct students’ writing directly.

April

1-2

Review speaking skill.

3-4

Review writing skill.

5-6

Review reading & listening skills.

7-8

Review vocabularies and grammars.

The teacher analyzes for students the content of each topic, then suggests and creates

an outline for each topic, which serves as a basis for students to stay on track with the

content and not deviate from their ideas.

* Training duration: 2 periods/week

2.2.3.2. Training content

a, Vocabulary by topic

Teachers regularly mobilize students' vocabulary by topic to avoid forgetting

learned vocabulary and becoming new words. Therefore, to limit this, I used the

"Brainstorm" to ask students to recall the vocabulary and word structures they have

learned according to vocabulary topics. As soon as students write down the vocabulary

they know within 3 minutes, I will divide the columns on the board and call students to

write the words they have. This is a form of "Peer-to-peer learning" that provides some

additional phrases for more flexible use like the images below (these images are often

designed into slides on PowerPoint or printed out).

7

FAMILY & RELATIONSHIP VOCABULARY

Figure 1. Additional vocabulary on the topic “Family, Friends and Relationships”

Because the number of students in each class is quite large, teachers need to guide

students to go home to find and read more high-scoring essays with topics related to the

topic they have learned. Then set your own time to outline and record with your phone.

This way helps students apply and remember vocabulary and enrich their ideas. Besides,

teachers must cover and equip students with systematic vocabulary and cover the grade

10, 11 & 12 curriculum according to the textbooks of the Ministry of Education and

Training. In this area, I refer to the Ministry's English textbooks for grades 10, 11 &12.

Example: The vocabulary of Unit 1. Family life of the 10th grade English textbook

(I-learn smart world) is summarized as follows:

8

Figure 2: The vocabulary of Unit 1. Family life of the 10th grade English textbook (I-

learn smart world)

In addition, I refer to the vocabulary in books published from reputable publishers

such as First Expert Coursebook, Vocabulary for IELTS, On Screen C1, Successful

FCE, CAE Gold Plus Picture book version.... Vocabulary in these books is introduced

according to the topics close to the Ministry of Education's program, with a rich volume

of words and high accuracy.

Example: When teaching vocabulary about the topic Technology, I refer to the

Information Technology article in the Vocabulary for IELTS book to add more

vocabulary.

9

Figure 3. Vocabulary of the topic “Information Technology” in the book Vocabulary

for IELTS

The above methods will help students master their vocabulary, and at the same

time, having good vocabulary will help them confidently perform better speaking.

b, Article format by topic:

In order for students to develop good rhetoric skills, essay writing plays an

important part in improving and developing logical thinking, so teachers need to focus

on guiding students to take written exams based on topics.

10

Figure 4. Introducing a basic essay structure

To ensure students can understand how an essay is well-structured and well-

argued, teachers should give students an illustrative and analytical essay.

11

Figure 5. Illustrative example to analyze the structure of an essay

c, Format of readings by topic

According to some surveys and my teaching and school experience, I personally

find that most students have difficulty coming up with ideas for their eloquent topics.

Therefore, teachers preparing readings (attached appendix) that closely follow the topic

of rhetoric is one of the necessary factors to help students learn and systemize ideas

logically.

General information

& Topic question

General information

& Thesis statement

Topic sentence 1

Supporting sentences 1

Topic sentence 2

Supporting sentences 2

Restate thesis statement.

12

d, Thematic rhetoric

Step 1: To have a fluent and satisfactory eloquent speech, teachers need to guide

students on the structure of a presentation. The sentence structures of introduction,

transition, and conclusion need to be used flexibly to make the speech more complete.

* Introduce yourself

- Good morning, ladies and gentlemens.

- Good afternoon, everybody

- I’m …, from [Class]/[Group].

- Let me introduce myself; my name is …,

* Introduce the topic

- Today I am here to present to you about [topic]….

- I would like to present to you [topic]….

- As you all know, today I am going to talk to you about [topic]….

- I am delighted to be here today to tell you about…

* Introduce the structure

- My presentation is divided into ……. parts.

- I’ll start with / Firstly I will talk about… / I’ll begin with……

- Then I will look at …

- Next,…

- And finally…

* Beginning the presentation

- I’ll start with some general information about …

- I’d just like to give you some background information about…

- As you are all aware / As you all know…

* Ordering

- Firstly…secondly…thirdly…lastly…

- First of all…then…next…after that…finally…

- To start with…later…to finish up…

* Finishing one part

- Well, I’ve told you about…

13

- That’s all I have to say about…

- We’ve looked at…

* Starting another part

- Now we’ll move on to…

- Let me turn now to…

- Next…

- Let’s look now at…

- However….. Whereas ……. Beside ….. On the other hand…..

* Ending

- I’d like to conclude by…

- Inconclusion ……., To sum up………, Inshort ……..

- That brings us to the end of my presentation.

* Thanking the audience

- Thank you for listening / for your attention.

- Thank you all for listening, it was a pleasure being here today

- Well that’s it from me. Thanks very much..

- Many thanks for your attention.

- May I thank you all for being such an attentive audience.

Figure 6: Presentation structures

Step 2: Choose topics that are close and related to lessons in the grade 10, 11, and

12 curriculum. You can refer to external topics based on the provincial rhetoric exam

questions by year.

Step 3: Guide students to create an outline to create main ideas based on the

questions assigned by the teacher. Building a question system for each topic is very

important to help students build ideas for their speeches and practice answering the

examiner's questions.

2.2.4. Solution 4: Form pronunciation, listening, communication and rhetoric skills

* Pronunciation:

Teaching vocabulary combined with teaching correct pronunciation: When the

teacher introduces some new vocabulary in addition to introducing the meaning, it is

14

necessary to guide students on the correct pronunciation. Besides, teachers should

instruct students how to look up the dictionary on their phone or computer so that the

reader can pronounce and imitate.

Teaching word stress, sentence stress and sentence intonation: In communication,

stress and intonation are very important in expressing the speaker's emotions and

intentions. The same sentence with a rising intonation or stress placed on another word

will have a different meaning than a sentence with a falling intonation or stress placed

on another word.

* Listening skill:

Most students grasp a certain amount of vocabulary and some English grammar

rules.

However,

when

communicating,

students

have

difficulty

listening

to

conversations of native speakers. Most students do not hear clearly and do not

understand the content of the conversation. Allowing students to practice listening

through tests at levels B2 & C1 will help students have the opportunity to develop

pronunciation and phonetics. A student can know a lot of vocabulary and grammatical

structures, but if they pronounce it incorrectly, the listener will find it difficult to

understand or misunderstand. For example, if a sentence is pronounced correctly but has

incorrect grammar, the listener can still understand the content that needs to be

conveyed, but if the pronunciation is incorrect, the listener will misunderstand the

content. That's why students need to imitate native speakers' pronunciation, stress,

intonation, and articulation. Learning the correct English sounds, stress, and intonation

right from the beginning is extremely important because once they get it wrong from the

beginning, learners will have difficulty adjusting it later.

Teachers need to create for students the habit of practicing English Listening -

Speaking skills regularly, practice listening to understand what they hear, practice

saying what they are thinking. Teachers should explain to students that during the

learning process, making mistakes is inevitable. Besides, they should encourage

students never to be afraid of pronunciation, grammar or other errors when speaking. In

communication, the listener does not focus on the speaker's mistakes but just wants to

understand what the speaker wants to say. When necessary, the teacher will correct

students' errors, and gradually students will practice the habit of talking in English

properly and speaking English like a native speaker.

15

* Grammar and Writing skill:

Most specialized students know a certain amount of vocabulary and some English

grammar rules, but when communicating with teachers or others, they cannot systemize

ideas logically and use inflexible grammar, and vocabulary which is not in the right

context. Therefore, to use English well, students not only learn through theory but also

need to learn through experience (writing an essay after each topic). To master writing

skills, students need a period of time to practice and correct specific errors, which

requires teachers to invest time to closely follow each student.

* Communication skill:

Communication skills are one of the important skills that needs to be practiced

practically. The art of communication is the art of conveying messages gently and

succinctly so that others can understand you and most people can grasp information

quickly. Because I understand the importance of communication, I have carried out the

following tasks:

- Teachers need to create a communication environment in each lesson, paying

attention to comfortable and friendly body language to practice and correct errors step

by step for students to improve. To help students get used to the communication

environment, teachers should regularly use English during lessons, especially when

making requests, commenting on lessons, or praising students. This will give students

the atmosphere of a foreign language lesson. However, so that students can understand

the lesson, we should also use Vietnamese to explain. Using bilingual (English-

Vietnamese) in lessons will help students get used to the environment, understand the

lesson and have practical application. In the classroom, teachers need to encourage

students to use English to form the habit of using language in the classroom. Requiring

students

to

use

language

will

give

them

the

habit,

courage

and

motivation

to

communicate well when speaking English with teachers, when taking exams or in real-

life communication.

- During training sessions, teachers need to ask questions surrounding the topic to

stimulate students' thinking, curiosity, interest and reflection when communicating in English.

- Instruct students to use body language when presenting or communicating to

attract listeners and easily understand what they are expressing.

16

* Eloquent skill:

Before instructing students in rhetoric skills, teachers should motivate them to

confidently

give

their

personal

opinions

and

boldly

discuss

their

topics.

After

understanding each student's style, teachers will take the following steps:

- It’s necassary to show videos of some highly rated English debate contestants on

Youtube so that students can refer to and strengthen their own style.

- To achieve high scores, teachers instruct students to pay attention to their rhetoric,

which must always be fluent and avoid repeating words. During the presentation, you

may forget something, but stay calm and confidently say the next part. Besides, teachers

must control rhetoric time and divide the time appropriately into each part.

- English teachers often let students present topics in front of the class to increase

students' "boldness" and confidence in front of the crowd, and naturally express their

attitudes about the issue they are eloquent.

2.2.5. Solution 5: Collect and build a question bank

* Why is it necessary to build a test bank?

Firstly, students' skills, techniques, and tricks are not formed through the teacher's

words but through their regular review and practice, "Practice makes perfect".

Second, create a good psychology for students when drawing rhetorical questions.

If students are trained in many of these forms, they will not be confused or surprised

when taking the test.

Third, through the test results, teachers will easily monitor students' learning

results and progress, thereby accurately choosing the official team.

* How to build a test bank effectively?

To have rich resources, teachers need to always explore and be creative. I

personally see that teaching specialized students is an opportunity to "deepen" expertise.

Designing an effective rhetorical skills lesson requires an investment of time and effort.

Therefore, summer vacation is a "golden" time to prepare documents. Here are some

ways that I often use in my lessons:

- Prepare speaking topics: teachers should collect exam topics over the years and

topics in the curriculum or topics close to students in life. In addition, teachers can

synthesize topics from the speaking and writing tests of IELTS exams.

17

- Drafting questions: questions are drafted from easy to difficult, including general

questions

about

the

topic

and

extended

questions

related

to

students'

actual

understanding of that topic.

2.2.6. Solution 6: Coordinate with parents in fostering work

To achieve good results, parents play a vital role in supporting and creating conditions

for their children during the training process. Teachers should ask parents to remind children

to learn and read information about topics assigned at home. Parents may not be able to

provide knowledge support, but they will be the driving force to help children become more

self-aware at home. Good coordination between teachers and parents will contribute to

training children to improve day by day, and bring high results for themselves in particular

and for the school in general.

2.3. The effectiveness of the topic

2.3.1. Economic effectiveness

The solutions in the topic are easy to implement and low in implementation costs.

Teachers should provide maximum support for the gifted students who are talented in

English rhetoric but cannot afford to study at centers due to high tuition fees.

In addition to successfully applied solutions, the topic also provides practical

resources for teaching specialized students to colleagues. These are documents that I

have accumulated and compiled after a few years of teaching, contributing to improving

the quality of the school's students.

2.3.2. Social effectiveness

The topic: “How to develop eloquence in speaking for the gifted students” has

been applied at Quoc Hoc High School for the gifted - Hue and brought high efficiency

to students. They are proactive, positive, enthusiastic, and excited when participating in

rhetoric lessons. In addition, they are confident in themselves and show their teachers

that their eloquence improves week by week.

Through the students' progress, we can see that the topic has practically reflected the

effectiveness of the solutions and resources collected and selected below (attached

appendix). The topic needs to be applied into practice, helping students expand their

knowledge and better understand their eloquence. Besides, teachers also find new skills to

teach speaking to help you avoid boredom. This is one of the tasks of specialized teachers.

18

Incorporating rhetoric skills into speaking teaching effectively and stimulating

learners'

interest

requires

teachers

to

have

experience

and

strong

professional

knowledge, grasp innovative methods in teaching and frequently approach new sources.

2.3.3. Applicability and replication

The topic “How to develop eloquence in speaking for the gifted students” has been

implemented experimentally at Quoc Hoc High School for the gifted - Hue for three grades

(10, 11, 12) and brought quality results for gifted students, arousing in students’ passion and

interest in English.

The solutions in the topic are easy to implement and have diverse resources, and closely

follow the reality of the curriculum. Therefore, English teachers of gifted schools can apply

and refer to promoting the learning of English rhetoric, thereby improving the quality of the

gifted students, helping students flexibly apply knowledge, learned skills as well as

contributing to training excellent students to meet the needs of the new era and speech

competitions at school, provincial or national levels.

19

CHAPTER III. CONCLUSION

3.1. The significance of topic

In recent years, the specialized students I am teaching have made significant

progress in their rhetoric skills when I have seen their excitement in eloquent classes.

Therefore, I decided to write this topic with the hope of sharing my experiences to help

colleagues at your school have more documents to refer to and jointly improve the

quality of specialized students nationwide.

With the initial desire to help specialized students achieve high results, study

effectively, have a lot of interest, connect learned knowledge with advanced one, apply

it

into

daily

lessons,

help

students

boldly

present

in

public

and

have

good

communication skills as well, I boldly applied the lessons I had researched into the

teaching program and obtained quite positive results.

3.2. Recommendations and suggestions

However, for students and teachers to achieve higher goals, some of the following

suggestions need to be combined and put into practice. First, the school administration

and professional team create the best possible conditions (in terms of time or cost) for

teachers to participate in specialized teaching. Second, the professional team should

have meetings for teachers to exchange experiences and related documents. Last but not

least, we should give more feedback to the Board of Directors about providing more

English book resources in the library for teachers and specialized students to refer to.

With these findings, this topic encourages teachers to update teaching materials.

By finding materials and designing lessons appropriate to the level and ability of

students in each grade, teachers can improve results and promote the development of

students. In addition, teachers also need more attention from authorities at all levels,

school administrators, organizations and unions to create conditions for teachers having

opportunities to access training, improve professional qualifications and participate in

regular training courses. School administrators and school facilities managers need to

create an online community so teachers can share their documents and ideas, this will

give them the opportunity to learn from each other in teaching.

20

Above is all the experience that I have spent a lot of time and enthusiasm to learn

and implement. Therefore, in the following school years, I will continue to update more

documents and implement them in each class to teach rhetoric skills for the gifted

students, share experiences on this topic widely, and try to overcome the shortcomings

of the topic to develop student capacity and improve teaching quality at Quoc Hoc High

School for the Gifted – Hue as well. However, this topic is just my personal experiment

and certainly still has many limitations. In order for the topic to be more complete and

effective, we respectfully hope that our teachers and colleagues will provide comments

and additions so that it can be applied better in the coming years.

Sincerely thank!

21

REFERENCE

Excerpt from the Teacher Group of Hai Hau Primary School - Nam Dinh province

(2022): Experience initiative "Some solutions to improve the quality of training for

students taking the "English Eloquence" exam at the primary level"

22

ILLUSTRATIVE EXAMPLES OF SOME TEACHING MATERIALS

AND TRAINING EXERCISES

Improving your verbal communication skills requires commitment and practice.

But we have a few ways to help you practice speaking more eloquently effortlessly:

Build Your Vocabulary

•

Read widely: Reading books, articles, and other forms of written communication

can help you expand your vocabulary and develop an understanding of different writing

styles.

•

Use a thesaurus: An online or physical thesaurus can help you find synonyms

for words you commonly use, which can add variety to your speech.

•

Learn a new word daily: By learning one new word every day, you can gradually

build your vocabulary without feeling too overwhelmed.

Manage Your Tone

•

Speak with intention: Before speaking, consider the message you want to

convey and the tone that would be most appropriate.

•

Use nonverbal cues: Your tone is not just conveyed through your words, but also

through your facial expressions, body language, and eye contact. Practice using these

cues can help you adjust your tone to match the situation.

•

Listen actively: Active listening helps you evaluate the verbal and nonverbal cues

of those around you. This, in turn, can help you adjust your tone accordingly.

Maintain Your Clarity

•

Be concise: Avoid using unnecessary phrases or filler words that can detract

from the point of your message.

•

Use simple language: Using simple language can help ensure that your message

is understood by a broader audience.

LESSON: HOW TO PRACTICE SPEAKING ELOQUENTLY

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EVALUATION CRITERIA FOR ELOQUENCE

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APPENDIX

VOCABULARY & GRAMMAR 1

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VOCABULARY & GRAMMAR 2

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WRITING

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READING