INTRODUCTION
Reason of study
Since Vietnam opened up to the world in 1986, English has become an essential communication tool, prompting an influx of English-speaking foreigners from Asia, Australia, America, and Europe to invest in the country This surge in foreign investment has motivated Vietnamese citizens to learn English for better communication Recognizing its significance, the Vietnamese government made English language programs compulsory, starting in secondary schools and extending to high schools and universities.
The focus of English teaching in secondary and high schools is predominantly on grammar, sentence structures, and vocabulary, often neglecting conversational skills This examination-centered approach prioritizes grammar, leading educators to teach only what is necessary for students to pass tests, rather than addressing their individual learning needs Consequently, many students become demotivated, viewing English merely as another school subject rather than a valuable life skill, which diminishes their appreciation for the significance of fluency in the language.
Among the four essential English skills—listening, speaking, reading, and writing—speaking is often regarded as the most crucial Proficiency in a language is frequently associated with one's ability to speak it, leading to the perception that speaking encompasses all aspects of language knowledge Therefore, classroom activities designed to enhance learners' self-expression are vital components of any effective language course.
The primary objective of teaching speaking is to enhance students' oral communication skills In today's globalized world, it is essential for students to develop their ability to express themselves and navigate social and cultural norms in various communicative contexts To achieve this, language-teaching activities should focus on maximizing individual language use in the classroom Teachers play a crucial role by fostering a warm and inviting environment while offering diverse and engaging activities This approach not only motivates students to participate but also makes speaking lessons more appealing and effective.
My ambition to study effective techniques for engaging 9th graders in speaking lessons at Nghi Xuan Secondary School in Nghe An Province has been fueled by the factors mentioned above.
Aims of the study
The study is carried out to research:
* Firstly, the study studies the different aspects of speaking skill that serves as overview, the features and characteristics of teaching speaking skill.
* Secondly, the study surveys the real situation of teaching English- speaking skill in 9 th form in Nghi Xuan secondary school.
The primary objective is to propose effective strategies for Nghi Xuan Secondary School that will enhance student engagement and interest in speaking lessons.
Scope of the study
To effectively engage students, it is essential to focus on teaching the four fundamental skills: listening, speaking, reading, and writing However, due to the expansive nature of this topic, this study will specifically narrow its scope to ensure a more manageable and in-depth analysis.
* Finding out the reality of teaching English speaking skill for 9 th form students in Nghi Xuan secondary schools
* Offering appropriate techniques to attract 9 th graders in Nghi Xuan secondary school in speaking lessons
Methods of the study
A survey was conducted among three 9th-grade classes at Nghi Xuan Secondary School to identify the challenges students face and their preferred activities for enhancing their speaking skills.
Second, reference books about speaking and methodology are reviewed to get background knowledge of what speaking is, successful and interesting techniques in teaching speaking.
Third, more information needed for the findings of the survey will be gathered from formal and informal interview with the surveyed teachers and students.
Research questions
5.1 What are students’ attitudes toward used current techniques in speaking lesson?
5.2 How may these techniques interest students’ in speaking activities?
Design of the study
The study consists of five chapters
This chapter shows reasons to choose the study, the aims, scope, methods, and design of the study.
This chapter aims to answer the questions related to speaking that introduces the speaking skill and its features.
This article examines the current state of teaching speaking skills at Nghi Xuan Secondary School in Nghe An It analyzes the methods employed in speaking lessons and explores students' experiences and perceptions regarding these lessons The study aims to identify effective teaching strategies and areas for improvement in enhancing students' speaking abilities.
The analysis and the findings obtain from survey questionnaires made to
9 th form students of Nghi Xuan secondary school
To effectively engage secondary students in speaking lessons, educators can implement a variety of techniques that foster interest and involvement Utilizing interactive activities such as role-playing, group discussions, and multimedia presentations can enhance participation A sample lesson might begin with a warm-up activity to stimulate conversation, followed by a structured debate to encourage critical thinking, and conclude with a creative storytelling exercise to boost confidence By incorporating diverse activities throughout the lesson, teachers can create a dynamic learning environment that captivates students and promotes active engagement in speaking skills.
Chapter 5: Conclusion summarizes the discussed parts in the paper and somesuggestions for further study.
Chapter I outlines the study's content, while the subsequent section will delve into the study's focus This includes a literature review on the understanding of speaking skills and an analysis of survey questionnaires administered to students at Nghi Xuan Secondary School, aimed at assessing the current state of teaching and learning speaking.
LITERATURE REVIEW
Speaking skill: A general view
Speaking skills are essential for effective communication and are one of the four key productive skills necessary for mastering a foreign language A proficient speaker articulates words clearly and conveys information in a way that is easily understood by listeners.
Speaking is a crucial skill that significantly impacts students' real-life interactions and first impressions, yet it is often undervalued despite its importance Many people underestimate speaking because it is a common ability, but it deserves as much attention as literacy For learners, the ability to speak confidently is essential for navigating everyday transactions As Harris (1977) notes, speaking is a complex skill that involves the simultaneous use of various abilities developed at different rates.
According to John (1982), speaking ability is considered the key indicator of language proficiency Learners prioritize speaking as the most essential skill to develop, often evaluating their progress based on their success in spoken communication.
Bygate highlights that speaking is a crucial skill through which learners are often evaluated and can significantly impact their social interactions It serves as a primary medium for language acquisition and is particularly effective for many in the learning process Furthermore, Bygate underscores the role of speaking not just in basic communication, but also in building and sustaining social connections.
Speaking is an interactive process that constructs meaning through the production, reception, and processing of information The form and significance of spoken communication are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the intended purpose of the conversation.
In speaking class, according to Burns, A & Joyce, H (1997), students must be exposed to three key items:
Form-focused instruction, that is, attention to details of pronunciation, grammar, vocabulary, and so forth…
When learners start speaking a new language, it's essential to focus on form-based learning through simple, memorized phrases and sentences, such as greetings and basic personal descriptions As their proficiency grows, these initial phrases can be re-evaluated and integrated into their broader understanding of the language This foundational memorization serves as a springboard for more creative language use, allowing learners to build confidence and fluency over time.
Meaning-focused instruction, that is, opportunities to produce meaningful spoken messages with real communicative purposes
Language learners should engage in meaning-focused communication alongside form-focused speaking This approach allows them to practice producing and listening to meaningful oral interactions, enhancing their overall language proficiency.
A successful speaking program should incorporate both form-focused instruction for elementary learners and transition to meaning-focused instruction as students advance This approach ensures that essential elements are effectively integrated throughout the curriculum, enhancing language acquisition at all levels.
3 Features of a successful speaking activity
According to the book: 1987 Testing Spoken Language London: Cambridge University Press, a successful speaking activity is characterized as below.
To maximize student engagement, it's essential to minimize teacher talk time and pauses during activities Students should have ample opportunities to converse with their peers, as this fosters active participation While students appear busy, they often spend little time interacting with the teacher, highlighting the need for a more balanced approach to communication in the classroom.
In a well-facilitated classroom discussion, all participants are encouraged to contribute, ensuring that no single individual monopolizes the conversation This approach fosters an inclusive environment where each student has an equal opportunity to share their thoughts and ideas, promoting balanced participation and diverse perspectives.
Students are motivated to speak English when they find the topic engaging or wish to contribute to a specific task This strong motivation enhances their interest in learning the language, particularly in speaking As a result, students confidently express their ideas, showcasing their eagerness to communicate effectively.
3.4 Language is of an acceptable level
Students communicate effectively through relevant and easily understandable utterances, demonstrating an acceptable level of language accuracy This involves using essential components of speaking, including pronunciation, grammar, fluency, and clarity As a result, students consistently strive to speak English correctly during real-life interactions.
METHODOLY
Real situation
A survey conducted at Nghi Xuan Secondary School in Nghe An province examined the dynamics between teachers and students, highlighting the current state of teaching and learning The research utilized questionnaires focused on the characteristics of both educators and learners, with an emphasis on the English 9 textbook.
There are about 650 students that divided into 17 classes, in which about
170 students in 4 classes are learning in 9 th grade Most of them have been learning English from 3rd grade; moreover, some students got acquainted with English from their primary education.
Many individuals excel at learning English and recognize its significance in their lives However, they often focus more on written English than on speaking skills, primarily because their studies are geared toward passing exams.
1.2 Teaching speaking methods in Nghi Xuan secondary school currently
Many teachers rely solely on textbooks for instruction, neglecting the use of engaging teaching aids like PowerPoint presentations, images, or projects As a result, the current methods employed during English lessons appear inadequate, leading to a somewhat dull classroom atmosphere.
Nghi Xuan secondary school offers a fairly good teaching and learning environment, featuring modern blackboards and appropriately sized furniture However, the lack of English illustrations and visual aids makes the classroom atmosphere less engaging during English lessons While the school has a library for borrowing books, magazines, and newspapers, the teaching aids for English are insufficient Consequently, teachers often rely on limited visual aids, resulting in lectures that fail to capture students' attention and appear boring.
Furthermore, there are 4 of 9 th grades; each of them consists of about 38 to
43 students so it is a little bit difficult for teachers to keep discipline in class
Nghi Xuan Secondary School employs six qualified English teachers, each holding a university degree and possessing valuable teaching experience While they diligently prepare their lessons, a reliance on traditional teaching methods, particularly an emphasis on grammar over communication, occasionally hinders students' development of essential communicative skills.
The textbook adopted by the school for 9 th graders is designed by Ministry of Education and Training, with 9six clear parts:
Getting started: introduces the overall of lesson by using pictures, suggesting knowledge, discussing in group, questioning…
Listening and reading : presents a 200 words text that helps students get acquainted with the theme of the unit.
Speaking: improves speaking skill by using group work, pair work, individual work… Of course, students communicate up to linguistic function and the theme of each unit.
Reading: it gives a reading text with some exercises to help students improve their reading skill
Listening: it gives a text or a dialogue related to the topic of the unit It helps students to check pronunciation and develop listening skill.
Writing: this part has many exercises that can support students‟ writing skill to different types of paragraphs such as: letter, narration, data description….
Language focus: it shows the grammar refers to grammatical structures and vocabularies that focused in that unit is
Every lesson is edited to have three steps: pre-, while-, post-, each o which has different functions and acquires different techniques.
Survey questionnaires
18 survey questionnaires were completed by 170 9 th graders in Nghi Xuan secondary school in Nghe An province.
2 Aims of the survey questionnaires
To gain a comprehensive understanding of the current state of speaking instruction, a survey was conducted at Nghi Xuan Secondary School The primary objective of this study is to gather and analyze data on the awareness and application of speaking skills in the classroom The survey questionnaires are specifically designed to achieve these goals.
To make out the attitude of students and teachers toward English teaching and learning in general and a speaking lesson in particular.
To get more information about the situation of teaching speaking skill in 9 th form classes in Nghi Xuan secondary school.
To get to know students’ problems as well as expectations toward techniques applied in the speaking classes.
Finally, thanks to these, techniques on using funny activities to attract students’ interests and involvements in speaking periods will be found out.
3 Structure of the survey questionnaires
A survey was conducted among students at Nghi Xuan Secondary School, featuring five questions focused on their speaking skills Participants were asked to select the answers that best reflected their opinions The questionnaire was structured to gather meaningful insights into students' perspectives on their speaking abilities.
Question 1+2: studying on students‟ attitude toward Englishlessons in general and speaking lessons in particular as well as kinds of working in speaking activities.
Question : Students’ opinions on current used techniques and their effectiveness in teaching speaking
FINDINGS AND DISCUSSION
Data and analysis
1.1 Students’ English learning time (Question 1)
Table 1: Students’ English learning time
The data from Nghi Xuan secondary school reveals that the majority of 9th graders began studying English in elementary school, while only a small number of students are new to the language.
4.2 Students’ and teachers’ opinions on English skill in general and speaking lessons in particular.
4.2.1 Student’ interests in learning English skills (Question 2)
Speaking Writing Reading Listening Total
This study aims to identify the preferred English skill among students, revealing that speaking is the most favored skill, with 60% of students expressing a preference for it, while listening accounts for only 10%.
Data indicates that students prioritize speaking skills in English, with 70% of their focus, compared to 17% on reading and 13% on writing This underscores the high value placed on speaking proficiency Furthermore, it is evident that most students begin learning English at an early age, often in elementary school, leading to minimal differences in their language proficiency levels.
1.2 Students’ opinions toward speaking lessons.
A significant majority of students show a preference for speaking lessons, indicating a strong interest in developing their speaking skills Consequently, educators should explore various methods and activities to enhance student engagement in speaking practice In contrast, a smaller percentage of students favor other language skills, often due to the emphasis placed on grammar instruction by teachers in secondary schools.
Many students express that listening is their least favorite lesson, largely due to the monotone delivery of Vietnamese teachers, which fails to engage them Additionally, in-class listening activities often involve audio from CDs or cassettes featuring native speakers who talk quickly and use various accents and homophones, making it challenging for students to comprehend the material.
It raises a questions whether speaking lessons make students pleasant or excited or not.
Students’ opinions toward speaking lessons
Findings and discussion
Although the survey are conducted to only small number of students and surely the result partly reflect the real situation of teaching speaking skill at
Nghi Xuan secondary school Nevertheless, I hope that my findings and discussions following can give useful information to some extents.
Students generally display a positive attitude towards speaking lessons, finding them engaging and interesting This enthusiasm indicates their recognition of the significance of speaking skills With this favorable mindset, students are likely to enhance their English learning experience, as English is not only a subject they enjoy but also a crucial skill for their future careers.
A small percentage of students find speaking lessons unexciting, indicating that not all lessons effectively meet their needs To enhance engagement, teachers must identify student interests and implement activities that capture their attention.
A significant 77% of students favor group work during speaking lessons, highlighting the effectiveness of collaborative learning among peers This preference indicates that group activities are the most popular among students, suggesting that educators should incorporate more group work into their teaching strategies to enhance student engagement and interest in speaking lessons.
Students report that less frequently used techniques, such as picture description and discussions, can be surprisingly effective Notably, they express a strong desire for games to be integrated throughout their lessons, highlighting the appeal of interactive learning methods.
A recent survey reveals that over half of students (55%) prioritize improving their fluency in English, challenging the traditional focus on grammar and exam preparation This shift in expectations highlights the need to adjust our teaching goals towards fostering fluency rather than solely emphasizing accuracy Additionally, there is an increased emphasis on pronunciation, which now accounts for 10% of students' improvement goals, reflecting a broader understanding of communication skills in language learning.
The findings and discussions aim to raise awareness about the importance of effective English speaking skills instruction, ultimately enhancing students' learning experiences.
Some suggested techniques to attract interests and involvement of the 9th graders in a speaking lesson at
• Objectives : This activity can force students to speak in natural way
• Procedures : Teacher give a list of words which is usually the verbs.
Each student has to make sentence for each words.
•Example given: Unit 3 – A trip to the countryside
- Teacher gives a list of verbs appearing in the unit 3
- For the first word above, students can make sentences such as:
I really admire Uncle Ho because he is very great president of Vietnam
Do you have any comment for my song?
My family often gather in the living room at night to chat together
Can we exchange the toy?
I like to go hiking at the weekend
This pagoda is located in Nghe AN province
My father takes a rest because he is so tired
In the summer holiday, my family often go travelling to relax
Face-to-face activities effectively motivate students to engage in logical thinking and quickly harness their imagination to generate ideas Additionally, these activities serve as a valuable tool for assessing students' retention of new vocabulary.
•Procedures : Teachers give the topic word and students have to find as much as possible things related to the given words.
• Example given 1 :Unit 9: Natural disasters
- This speaking part of lesson aims at providing students the name of some natural disasters such as earthquake, storm, tsunami and so on
- Before beginning the new lesson, teacher writes the phrase “natural disaster” on the blackboard and asks students find as much as possible things related to it.
- Two students stand face to face The student who can say more words will be the winner
- This speaking part of lesson aims at providing students the name of some clothes
- Before beginning the new lesson, teacher writes the phrase “kind of clothes” on the blackboard and asks students find as much as possible things related to it.
- Two students stand face to face The student who can say more words will be the winner
• Objectives : Students have chance to apply the grammar into speaking skill so that students will be able to improve both speaking and grammar
- Teacher write three names of tense on three chair
- Teachers say one time marker of any tense Students have to sit down the chair having the tense in accordance with that time marker
- Then, students have to make one sentence with the time marker teacher said
• Example given: in Unit 1+2: past simple + present perfect
- Teacher put two chair with name of tense on each chair in front of class
- Teachers say “ yesterday” The student run and sit down the chair with the name “past simple” And then he/she has to make sentence with the word
- The student who sit faster and make the right sentence is the winner
• Objectives : Improving students’ ability of observation and expression what they have observed in the pictures as well as students’ knowledge of describing language8
The teacher engages students by displaying pictures on the board or dividing the class into small groups, each receiving a different image to analyze Students are then encouraged to describe the contents of their assigned pictures Once the group discussions are complete, the teacher invites selected students to present their insights to the entire class.
- Teacher displays pictures on the blackboard as below:
- Asks students to observe pictures carefully then each group will describe what activities in the pictures that they see
-Reminds students to use the structures of present progressive: S +to be +V-ing
In picture a, they are going to pagoda
In picture d, students are visiting the museum
- Teacher displays pictures on the blackboard as below:
- Asks students to observe pictures carefully then each group will describe what activities in the pictures that they see
-Reminds students to use the structures of present progressive: S +to be +V-ing
The boy and the girl are eating hot dog
The dog is looking at the boy and the girl
Engaging learners in speaking activities by encouraging them to pose and answer their own questions significantly enhances their involvement This approach not only fosters a more interactive learning environment but also provides all students, including those who may struggle, with increased opportunities to express themselves without the pressure of guessing answers.
Procedures :Teacher writes down some questions related to the content of thelesson then gives students 3 to 5 minutes to think about their answers and speak them out.
Purpose of this speaking lesson is to help students to persuade their partner to attend an English language summer course abroad Teacher gives students some questions:
2 What is your favorite clothes?
3 What is the traditional costume in Vietnam?
4 What do you often wear when you go to school?
5 What do you often wear when you stay at home?
Teacher let students work individually in 3 to 5 minutes After that, call some students to present their ideas.
- Teacher gives students some questions
1 How many important celebrations in your family in a year?
2 What is the most celebration in your family?
3 What do you often do in that celebration?
4 What are you going to do in next celebration?
- Students discuss and then give their answer.
Music serves as an exceptional teaching tool due to its universal appeal, bridging diverse cultures and languages Its ability to resonate with learners of all ages and backgrounds makes it one of the most effective and motivating resources in the classroom.
The primary objective is to foster a relaxed learning environment for students, utilizing music and song lyrics to energize them and enhance their mood By incorporating songs relevant to the upcoming topics, students can engage more effectively and connect with the material on a deeper level.
- Teacher prepares a song related to the lesson and handout of lyric of it.
- Before starting new lesson, teachers play the song for students maybe one or more than one time.
- Let students listen to it and then ask students some questions about name, singer, and content of song
- By the end of speaking part students will be able to update themselves with the information about one of the best known songs about new year celebration
- Teacher hands out students the paper of lyric of the song “Happy new year”sing by ABBA
- Teacher plays the songs for students:
And the fireworks are through
Here we are, me and you
Feeling lost and feeling blue
It's the end of the party
And the morning seems so grey
Now's the time for us to say
May we all have a vision now and then
Of a world where every neighbour is a friend
May we all have our hopes, our will to try
If we don't we might as well lay down and die
(Lyric provided by http://www.azlyrics.com/lyrics/abba/happynewyear.html)
- Teacher can ask students who know about this song to sing or teacher himself sings it.
- After listening to it, teachers check students , understanding about this song for example names of song, musician, singer, composer, the content
Students will develop their observational skills by quickly identifying differences among similar images This practice enhances their ability to compare and describe visuals effectively.
• Procedures: -Teacher gives students some pairs of similar pictures
Let students observe in few minutes then each of group show its idea Any group which find most of differences, it will win and receive a gift.
Teacher shows 2 pictures which contain 7 differences:
- Asks students to find these in 3 minutes.
- Each group of students will work to find and then show their result.
- Then teacher gives students the answer key:
“ In the first picture, there is a boy next to the sheep but in the second picture there is a girl
In the first picture, there are four duck swimming but in the second picture, there are three ducks swimming”
In the first image, a student is studying alone in the library, likely seeking a quiet environment to focus In contrast, the second image depicts a group of students collaborating and discussing their studies together This illustrates the different learning preferences, with some individuals thriving in solitude while others benefit from group interactions.
• Objectives: This activity aims at reviewing the new words and improve the speaking reaction of students
- Teachers prepare some pieces of paper with ten words they have already learned before
- Teachers divide class into small groups of two students
- One student will explain so that the other students can guess what the word is
- In two minutes, the group which guess the most words will be the winner
Example given : Review for final test
- Teachers prepare some papers with ten words in each paper
- Student A can explain: “ it’s a kind of clothes The women often wear it when they go to the party What clothes is it?” If the student B answer “dress”.
Role-play involves engaging in speaking activities where individuals either adopt the perspective of another person or remain in their own identity while immersing themselves in a fictional scenario.
Engaging in role play allows students to speak English more naturally and fluently by encouraging imagination and creativity This interactive method boosts the self-confidence of hesitant learners, as they can embody different characters and express themselves without the pressure of speaking for themselves.
Procedures :Teacher asks students to work in pair or group to make a role playabout the situation in front of the class.
Example given: Unit 5: The media
- The speaking part of this unit requires students to ask and answer fluently about each person’s entertainment
- Teacher provides the situation: You are Marry and you meet Tim at school Let’s make a conversation in which you and Tim introduce:
- Teacher can divide class into group or pair to think about the role of Marry and Tim
- Teacher calls some pairs to play in front of class to compare and make corrections.
Tim: You like watching sport, don’t you, Tim?
Marry: Not really Some sports are so violent, and I don’t like watching them I prefer documentaries
Tim: I am the opposite I live watching sports, and documentaries seem quite boring to me
Marry: But you watch the news, don’t you
Tim: Yes, every day It’s very informative
Marry: I enjoy it too You don’t like foreign films, do you?
- The activity of this has the purpose that students can practice how to go shopping in the real life
- Teacher provides the situation: A is Marry and she’s going to buy some clothes in the clothes shop B is the shop-assistant
- Teachers prepare some pictures of clothes such as T-shirt, shirt, dress, trousers, jeans, shirts, skirt …………
- Teacher can divide class into group or pair to think about the role of Marry and Tim
- Teacher calls some pairs to play in front of class to compare and make corrections.
A: I’d like to buy a dress to go to my friend’s birthday party tomorrow B: We have many dress over there Which dress would you like?
B: Here you are The changing room is over there
A: I like this one How much is it?
Objectives: This activity is the kind of speaking with students’ preparation in advance so students will feel more confident when they speak in front of class
- Teacher gives topic for students in the previous lesson and ask them to prepare speaking about this topic at home by taking note some point about this topic
- For the next lesson, each student has 1 minute to present about their topic
Example given: Unit 6: The environment
Teachers give students the topic: “What should you do to protect environment?”
Students can present like that:
Protecting the environment is crucial for our well-being One effective way to contribute is by planting more trees around our homes and gardens, as they provide essential oxygen Additionally, reducing our reliance on cars and motorbikes can help decrease air pollution Finally, it is vital to enforce regulations that prevent companies from discharging toxic waste into rivers and seas to safeguard our water sources.
Objectives : Students can improve their logical thinking in order to develop their speaking skill
- Teacher shows some pictures that are put in order of story and give each group one of story pictures
Divide the class into groups of four or five students Each group will examine a series of pictures and collaboratively create a story inspired by them Every student will contribute by narrating one sentence about a specific picture, with each subsequent student adding to the unfolding narrative in the correct order This engaging activity fosters teamwork and enhances storytelling skills.
Example given: Unit 1 – Past simple
This story can be told like that: “ It was my father’s birthday 2 days ago.
We really wanted to buy a special present for him but we didn’t know what should we buy Yesterday is rainy and I saw my father’s umbrella was so broken.
I decided to buy a new umbrella for him Today I gave this present to him But it was very surprised that my mother also gave him an umbrella”
The primary objective of this lesson is to teach students how to effectively express their opinions, whether in favor of or against a particular topic This approach not only fosters critical thinking but also equips students with the skills to use logical evidence to persuade their audience.
- Teacher gives a situation and divides class into small group then let each draw lots to choose which group is for or against.
- Teacher lets students discuss it to find as many evidences as possible to persuade others.
- After finishing, teacher calls the representative of each group to start the debate The members of group listen and have questions for other group.
• Example given: Unit 6: The environment
In a classroom discussion, a teacher prompts students to consider whether life will be better in 100 years compared to today Students are divided into groups to explore and present evidence supporting their viewpoints on this thought-provoking question.
After students finish their debate, teacher gives comments and summarizes the main ideas.
Group 1 says: I don’t agree with it I think the life will be worse because now we have so many factories They release a lot of smoking in the air It will me the world more polluted in the future
Group 2 says: I agree with it I think in the future, the scientist will invent many machine that can clean the environment
• Objectives: Students can bring the real life into the lesson and show their ability of speaking in public
In each group activity, one student takes on the role of a TV presenter, while another student embodies a well-known figure from various fields, such as a doctor, teacher, singer, actor, or actress This interactive role play encourages creativity and enhances communication skills among students.
- Each group has to design 5- 8 interviewed questions
- After 10 minutes of preparation, they will perform their talk show
- Teacher gives the field for each group Group 1 is about interviewing a singer.
- Group 1 can make the show like that:
“ Welcome to our talk show “ You are famous” Today we are going to meet a famous singer from the USA
MC: Nice to meet you How do you feel now?
Singer: I feel so excited and a bit nervous
MC: I know that you have just released a new album Can you say something about it?
Singer: Yeah Its name is “ when I am young” There are many new song in this album
MC: What kind of music do you perform?
MC: Can you sing a song now?
Conclusion
This graduation paper aims to explore the current state of English teaching and learning at Nghi Xuan Secondary School, focusing on identifying effective techniques to engage 9th graders in speaking lessons By highlighting diverse strategies, the goal is to enhance lesson appeal and encourage students to become more active and willing participants in speaking activities.
Chapter I provides essential background information on speaking, including its definition, types, and characteristics of effective speaking activities Chapter II presents a survey aimed at understanding the perspectives of teachers and students regarding English language teaching and, specifically, speaking lessons, with a focus on identifying the most effective techniques for each stage of a speaking lesson Finally, Chapter III offers suggested techniques designed to engage students and enhance their interest and participation in speaking activities.
Despite its strengths, this study has unavoidable limitations, primarily due to constraints in time and knowledge It focuses on a narrow aspect of teaching speaking skills in secondary education, aiming to enhance students' speaking abilities and interest in lessons The author welcomes both critical and supportive feedback from readers Looking ahead, there is hope for future research on various activities designed to engage students in writing, reading, and listening lessons, ultimately aiding their English language learning.
This survey seeks to understand your attitudes and expectations regarding speaking lessons Your responses will contribute to my graduation research paper titled “How to Attract Secondary Students’ Interests and Involvement in Speaking Lessons.” Thank you for your participation in this survey.
1 How long have you been learning English?
□ 1-2 years □ 3-6 years □ More than 6 years
2 Which English lesson does you like most?
3 What do you think about speaking lessons?
□ Not very interesting □ Not interesting
4 What do your teachers often do in while-speaking? Its frequency and its effectiveness?
Frequently Sometimes Never Effective Normal Not very effective Grid
5 What difficulties do you have when speaking in class?
□ I don’t have enough words to express what I want to say
□ I am afraid of making mistakes
□The lessons are too difficult for me
□ My friends don’t cooperate with me
□ I don’t understand what people say to me
□ I am not interested in speaking
Thank you very much for your assistance and wish you a happy summer holiday!
I/Objectives:By the end of the lesson, students will be able to ask and respond to questions personal references
-Vocabulary: - baggy pants, casual clothes, school uniform, favorite clothes, sleeveless sweater, faded jeans, plaid skirt, plain suit.
- Grammar structure: - The present perfect
III/Teaching methods and techniques:
- Matching, Gap fill, Predict dialogue, answer the question
- Jumbled words; open predictions Hangman, interview.
IV/Teaching aids : text-book, , picture cards,
1 Check up: Answer the questions:
- What do you do usually wear on the weekend?.
- Who used to wear Ao Dai by tradition?.
Divide the class into two teams, allowing students from each group to approach the board Each student will circle the words they discover and record them in their respective team's column.
Sweater, jeans, skirt, striped, baggy, plain.
Ss finds 8 nouns and 4 adjectives about clothing in the word square.
The team which has more words will win the game
T: Stick The Poster on the board:
Ask Ss to look at the pictures and match them with the phrases:
- Ask Ss to remember the phrases on page
Then let their books closed.
- Group with the most words wins the game.
Ask Ss to work in groups of 8 or 10 Ss each to read and write two more questions for the last section of the survey about
• Answer key: a) a colorful T- shirt. b) a sleeveless sweater: c) a striped shirt. d) a plain suit e) a faded jeans f) a short – sleeved blouse g) a baggy pants h) a plaid skirt i) blue shorts.
- Divide the class into four group.
- Ss from each group take turn to go to the board write as many words as they can.
The form of the survey many look like this.
Questions Name Items of clothes
1) what do you usually wear on the weekend?
2) why do you wear these clothes?
3) What is your favorite type of
Ask Ss to interview their friends
4) Is it comfortable to wear uniform?
6) What type of clothing do you usually wear on the Tet holiday?
7) What would you wear to a party ? Activity 3:
- After Ss have finished their task ask them to report the result of their survey in their group. The survey should begin as follow:
Three people said that they liked their uniform.
Two people said that they usually wore colorful T-shirt on the weekend.
Chi said she loved baggy pants.
- Ask Ss to make a list of types of clothing that most of students in the class like wearing on different special cases.
Exercise in the workbookWrite about your clothesPrepare for the next lesson
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