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In the process of completing my graduation paper, I have received a
great deal of help, guidance and encouragement from teachers, friends and my
family.
First of all, I would like to express my sincere thank to Haiphong
Private University – an ideal environment, which gave me the chances to
learn and practice during the last 4 years.
Second, I would like to express my gratitude to my supervisor Mrs
Nguyen Thi Thuy Thu, M.A who has generously given me benefit of her
wisdom and varied experience in English teaching method and who made
valuable suggestions, careful detailed and critical comments. Without her
help, my research would have never been successfully completed.
Besides, my sincere thanks also are sent to other teachers of Foreign
Language Department, at Haiphong Private University for their valuable
lectures and instructions during the 4 years which helped me much in
completing my research. I also would like to send my thank to teachers and
students at Hai Phong Popodoo English School where I’m working in for
giving me endless support and stimulating encouragement as well as helping
me fulfill the survey questionnaires.

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BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
——————————-
ISO 9001 : 2008
KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGOẠI NGỮ
HẢI PHÒNG – 2012
HAIPHONG PRIVATE UNIVERSITY
FOREIGN LANGUAGES DEPARTMENT
———————————–
GRADUATION PAPER
A STUDY ON EFFECTIVE TECHNIQUES TO TEACH
ENGLISH DIALOGUE FOR STUDENTS AT HAI PHONG
POPODOO ENGLISH SCHOOL
By:
Ngo Thi Bich Ngoc
Class:
NA1202
Supervisor:
Mrs. Nguyen Thi Thuy Thu
HAI PHONG – 2012
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
————————————–
Nhiệm vụ đề tài tốt nghiệp
Sinh viên: …………………………Mã số:……………………………………………..
Lớp: ………………………. .Ngành:………………………………………………
Tên đề tài: ……………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………
Nhiệm vụ đề tài
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
(về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
..
..
..
..
..
..
..
..
2. Các số liệu cần thiết để thiết kế, tính toán.
..
..
..
……
….


..
….
3. Địa điểm thực tập.

..
……
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..
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI
Người hướng dẫn thứ nhất:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày.. tháng năm 20
Yêu cầu phải hoàn thành xong trước ngày tháng năm 20.
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên Người hướng dẫn
Hải Phòng, ngày. Tháng.. năm 20.
HIỆU TRƯỞNG
GS.TS.NGƯT Trần Hữu Nghị
PHẦN NHẬN XÉT TÓM TẮT CỦA CÁN BỘ HƯỚNG DẪN
1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp:
..
..
..
..
..
..
..
..
2. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra
trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán giá trị
sử dụng, chất lượng các bản vẽ)
..
..
..
..
..
..
..
..
..
3. Cho điểm của cán bộ hướng dẫn :
(ghi bằng cả số và chữ)
Hải Phòng, ngày .. tháng .. năm 20
Cán bộ hướng dẫn
(họ tên và chữ ký)
NHẬN XÉT ĐÁNH GIÁ
CỦA NGƯỜI CHẤM PHẢN BIỆN ĐỀ TÀI TỐT NGHIỆP
1.Đánh giá chất lượng đề tài tốt nghiệp về các mặt thu thập và phân tích tài
liệu, số liệu ban đầu, giá trị lí luận và thực tiễn của đề tài.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
2. Cho điểm của người chấm phản biện :……………………………………………………
………………………………………………………………………………………………………………
(Điểm ghi bằng số và chữ)
Ngày………. tháng……… năm 2012
Người chấm phản biện
Acknowledgement
In the process of completing my graduation paper, I have received a
great deal of help, guidance and encouragement from teachers, friends and my
family.
First of all, I would like to express my sincere thank to Haiphong
Private University – an ideal environment, which gave me the chances to
learn and practice during the last 4 years.
Second, I would like to express my gratitude to my supervisor Mrs
Nguyen Thi Thuy Thu, M.A who has generously given me benefit of her
wisdom and varied experience in English teaching method and who made
valuable suggestions, careful detailed and critical comments. Without her
help, my research would have never been successfully completed.
Besides, my sincere thanks also are sent to other teachers of Foreign
Language Department, at Haiphong Private University for their valuable
lectures and instructions during the 4 years which helped me much in
completing my research. I also would like to send my thank to teachers and
students at Hai Phong Popodoo English School where I’m working in for
giving me endless support and stimulating encouragement as well as helping
me fulfill the survey questionnaires.
Especially, I am grateful to my family and my friends who always
beside and encourage me during the time I carry out this study.
Finally, I would like to send my sincere wishes for health and success
in work to leadership of Hai Phong Private University as well as all of
teachers in Foreign Languages Department.
Sincerely thank you!
NGOC
Ngo Thi Bich Ngoc
TABLE OF CONTENTS
PART 1: INTRODUCTION ………………………………………………………………… 1
I. Rationale …………………………………………………………………………………………. 1
II. Aims of the study ……………………………………………………………………………. 2
III. Scope of the study …………………………………………………………………………. 2
IV. Methods of the study …………………………………………………………………….. 3
V. Comments on the survey questionaires ……………………………………………. 3
1. Comments on informants ………………………………………………………………. 3
2. Comments on the survey questionaire ……………………………………………. 3
2.1 The Objectives of the survey ………………………………………………………. 3
2.2 The data collection Method ……………………………………………………….. 3
2.3 Design of the survey questionnaire …………………………………………….. 4
VI. Design of the study ………………………………………………………………………… 5
PART II: DEVELOPMENT ……………………………………………………………….. 7
CHAPTER 1: THEORETICAL BACKGROUND ………………………………….. 7
I. English dialogue understanding ……………………………………………………….. 7
1. Definitions of English dialogue ……………………………………………………… 7
2. Types of dialogue ………………………………………………………………………….. 9
2.1 Classify according to the form of dialogue……………………………………. 9
2.1.1 Spoken dialogue …………………………………………………………………….. 9
2.1.2 Written dialogue …………………………………………………………………….. 9
2.2 Classify according to interlocutors’ purposes ……………………………….. 9
2.2.1 Persuasion dialogue ……………………………………………………………….. 9
2.2.2 Negotiation dialogue …………………………………………………………….. 10
2.2.3 Inquiry dialogue …………………………………………………………………… 10
2.2.4 Deliberation dialogue ……………………………………………………………. 10
2.2.5 Information-seeking dialogue ……………………………………………….. 10
2.2.6 Eristic dialogue ……………………………………………………………………. 10
3. Criteria for evaluating a dialogue (especially for teaching students) 11
3.1 The dialogue should not be too long…………………………………………… 11
3.2 The language should be relevant ……………………………………………….. 11
3.3 The language should be appropriate ………………………………………….. 11
3.4 The situations should be realistic and relevant. …………………………… 11
3.5 The structural items should be limited………………………………………… 12
3.6 The dialogue must be interesting ……………………………………………….. 12
4. The importance of dialogue …………………………………………………………. 12
III. How to teach English dialogue for students ………………………………….. 14
1. Teaching English dialogue in combination with teaching vocabulary,
pronounciation and grammar. ………………………………………………………… 14
1.1 Teaching English dialogue in combination with teaching vocabulary
……………………………………………………………………………………………………. 14
1.2 Teaching English dialogue in combination with teaching
pronounciation ……………………………………………………………………………… 15
1.3. Teaching English dialogue in combination with teaching grammar 17
II. Teaching dialogue procedure ………………………………………………………… 18
2.1 Present a dialogue to students …………………………………………………… 18
2.2 Let students practice the dialogue ……………………………………………… 19
2.2.1 Guided practice ……………………………………………………………………. 19
2.2.2 Controlled practice ……………………………………………………………….. 19
2.2.3 Free practice ………………………………………………………………………… 19
IV. Some techniques should be used in teaching and learning English
dialogue ……………………………………………………………………………………………. 20
1. Using textbooks ………………………………………………………………………….. 20
2, Using pictures or flashcards ………………………………………………………… 20
3, Using games ……………………………………………………………………………….. 21
4, Using pair and group work …………………………………………………………. 22
5, Using audio-visual materials ……………………………………………………….. 23
6, Exercises and tests ………………………………………………………………………. 24
CHAPTER II: FINDINGS ON TEACHING AND LEARNING …………. 25
DIALOGUE AT HAI PHONG POPODOO ENGLISH SCHOOL ……… 25
I. Hai Phong Popodoo English School and its current situation of
teaching and learning. ……………………………………………………………………….. 25
1. Hai Phong Popodoo English School …………………………………………….. 25
2. Teaching staff …………………………………………………………………………….. 25
3. Students ……………………………………………………………………………………… 26
4. Cirriculum …………………………………………………………………………………. 26
5. English teaching and learning condition ……………………………………… 27
II. Survey questionnaires …………………………………………………………………… 28
1. Data collection and analysis ………………………………………………………… 28
1.1 Students’ interest in learning English dialogue (Question 1, Appendix
2). ……………………………………………………………………………………………….. 28
1.2 Teachers and students’ opinion toward the role of English dialogue
(Question 1, appendix 1 and question 2, appendix 2) ………………………… 29
1.3 Teachers and students’ assessment on the frequency of using
techniques on teaching English dialogue (question 2, appendix 1 and
question 3, appendix 2) ………………………………………………………………….. 31
1.4 Teachers and students point of view on effectiveness of techniques
used in teaching English dialogue (question 3, appendix 1 and question 4,
appendix 2). ………………………………………………………………………………….. 33
1.5 Teachers and students’ opinion on the most favourite technique
(Question4, appendix 1 and question 5, appendix 2). ………………………… 34
1.6) Students’ opinion toward current teaching method (Question 6,
appendix 2) …………………………………………………………………………………… 35
1.7. Teachers’ opinion on using various techniques on teaching English
dialogue (Question 5, appendix 1) …………………………………………………… 36
III. The main findings and discussion of the findings ………………………. 36
CHAPTER III: SOME SUGGESTED TECHNIQUES TO TEACH ….. 39
ENGLISH DIALOGUE FOR STUDENTS AT HAI PHONG POPODOO
…………………………………………………………………………………………………………. 39
ENGLISH SCHOOL ………………………………………………………………………… 39
1. Using pictures …………………………………………………………………………….. 39
1.1 Looking at the pictures and guessing the topic of dialogue lesson …. 39
1.2 Looking at the pictures and guess what characters in the dialogue are
saying. …………………………………………………………………………………………. 40
1.3 Using pictures to make sentences as well as practice grammar that
related to dialogue lesson. ……………………………………………………………… 41
1.4 Matching ………………………………………………………………………………… 43
2. Using games ……………………………………………………………………………….. 43
2.1 Games for memorizing vocabulary related to the dialogue …………… 43
2.1.1 Hammer game ……………………………………………………………………… 43
2.1.2 Keeping the ball ……………………………………………………………………. 44
2.1.3 Musical chairs ……………………………………………………………………… 45
2.1.4 Word order…………………………………………………………………………… 45
2.1.5 Word search ……………………………………………………………………….. 46
2.2 Games for memorizing content of the dialogue lesson. …………………. 47
2.2.1 Rub out and remember …………………………………………………………. 47
2.2.2 Repetition …………………………………………………………………………….. 47
2.2.3 Arrange cards ………………………………………………………………………. 47
3. Using audio-visual materials ……………………………………………………….. 49
3.1 Songs ……………………………………………………………………………………… 49
3.2 Videos or cartoon films …………………………………………………………….. 51
4. Pair and group work …………………………………………………………………… 52
PART THREE: CONCLUSION ……………………………………………………….. 54
1. Summary ……………………………………………………………………………………. 54
2. Limitation of the study ……………………………………………………………….. 54
3. Applications of the study …………………………………………………………….. 55
4. Recommendations ………………………………………………………………………. 55
5. Suggestion for future research …………………………………………………….. 55
6. Expectation ………………………………………………………………………………… 56
APPENDIX ………………………………………………………………………………………. 57
Appendix 1: The survey questionnaire (For teachers) ………………………… 57
Appendix 2: The survey questionnaires (For students) ………………………. 59
LIST OF REFERENCES ………………………………………………………………….. 62
1
PART 1: INTRODUCTION
I. Rationale
No one can deny that English is now a global language, especially in
this internationalization. Because with the rapid development and expansion
of informatics technologies, it needs to have a common language for people
of all countries to exchange information with each other and it is English that
is used as a means of international communication in the fields of science,
technology, culture, education, economy and so on. It is widely seen as the
key language toll in the integrating process in the world. It is also considered
a means to promote mutual understanding and cooperation among countries.
Therefore, there has been an explosion in the need of teaching and learning
English all over the world.
Among English skills, speaking is not the most but very important skill
showing the users’ ability in English. Speaking is the most popular way of
communication because we use it everyday. As we can easily realize that, we
usually begin to learn speaking through dialogues. In fact, it has been said
that learning speaking a new language like climbing a ladder with many
different steps, if you want to conquer its top, dialogues should be first steps.
Therefore when teaching English for learners, d

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