(SKKN 2022) Some effective methods of teaching dialogues in english 7 at tho phu secondary school

TABLE OF CONTENTS PAGE INTRODUCTIONS 1.1 Reason for choosing topic …………………………… 1.2 Purpose of the research ……………………………….… 1.3 Study subjects ………………………………… 1.4 Research methodology ……………………………… 1.5 Limit the scope of the study ………………………… 01 1-2 3-4 04 04 CONTENTS 2.1 Theoretical basis …………………………………… 2.2 Current situation …………………………………… … 2.3 Solution…………………………………………… 2.4 Achieved results ……………………………………… CONCLUSION AND RECOMMENDATION 3.1.Conclusion …………………………………………… 3.2 Recommendation…………………………………… REFERENCES 4-5-6 6-7-8 8-18 18-19 19 19- 20 21 INTRODUCTION 1.1 Reasons for choosing topics Teaching foreign languages always has many fluctuations and changes according to the general evolution of world civilization and culture - That is something no one can deny Therefore, it is required that the instructors of this subject are always responsible and dedicated to convey knowledge effectively To achieve this goal, nothing is more than innovative teaching methods This is an inevitable issue and the correct policy of our Party and State Teaching according to innovative methods has created conditions for teachers to bring into full play their role of directing, ability to lead, elicit, organize and manage teaching activities effectively, helping students to promote their full roles central role, learning actively, proactively and creatively in cognitive activities and knowledge acquisition to expand understanding and increasing passion for the subject For foreign language teaching, students' creativity, activeness, and proactive learning is even more necessary because no one can replace learners in grasping foreign language media and using foreign languages in activities communicate by their own ability to communicate The method of teaching foreign languages has chosen communication as the main direction, communication capacity is the basic teaching unit, considering communication as both purpose and means of teaching (Teaching in communication, diploma and to communicate) In order to teach English subjects more and more vividly, with high results and to meet communication needs, each teacher must make every effort, constantly improving the work of fostering and selftraining, regularly doing research applying active, scientific and appropriate teaching methods And this is also the reason why I chose the topic "Some effective methods of teaching dialogues in English Thọ Phu Secondary School", to apply it to my teaching practice in Thọ Phu Secondary School , Tho phu Village, Trieu son District, Thanh Hoa Province 1.2 Research purposes 1.2.1 Target: Most of them are students in grade have many difficulties in learning English, especially speaking skills (speak) Usually, they not know how to start their speaking, lack ideas, vocabulary and sentence structure, or not know how to apply that sentence in any appropriate context or situation In addition, there are many pupils at Tho Phu Secondary School in Trieu son commune Most of their parents are in the fields Their lives faced many difficulties both physically and mentally Many parents have to live in the fields to work and earn a living to support their children to study Therefore, their learning and self-study conditions are still limited, so most of them are very confused in applying vocabulary and sentence structure to appropriate situations, which makes them Be afraid to speak English with friends and teachers Therefore, the research purpose of this experiential initiative is to find out the strengths and weaknesses in their communication skills, there by giving appropriate teaching methods of teachers to give them inspiration interesting in learning 1.2.2 Mission: Starting from the above objectives, the topic needs to address the tasks in the following focus: + Create a mark for students in acquiring new things, forging listening and speaking skills + Helping students to acquire and exchange information, improve English proficiency, have a better understanding of society + Create for children to have an immediate response in the language of the continuation At the same time, they have the confidence to express their thoughts, emotions, interests and talents in front of the collective 1.3 Research subjects In this topic, I just researched some experiences of teaching an effective 7th grade English conversation lecture at Tho phu Secondary School, practicing listening and speaking through conversation lessons At the same time, give some experiences to help students improve their ability to hear, speak English and apply English in practice 1.4 Research Methods To the content of the topic, I used some basic methods such as: + Grammar method - Translation, Listening - Seeing method, Listening Speaking method, Communication method, + Synthesize theories through documents, textbooks and teaching practice of grade – Tho phu Secondary School + Conducting student quality survey + Time colleagues + Learn from experience through the research process 1.5 Limit of topic Applicable to students in grade 7, Tho Phu Secondary School, Tho Phu Commune, Trieu son District, Province from the Thanh Hoa school year 2020- 2021 and the following school years Research period: Starting from September 2020 to present CONTENTS 2.1 Theoretical basis of the problem Conversation is a communication activity consisting of at least people: speaker and listener with the changing role to develop listening and speaking skills for students Apply cutting-edge teaching methods such as problem-solving and direct students into problem-solving and discovery, while incorporating the effective application of modern science and technology achievements Especially the application of information technology to the teaching process, ensuring the time conditions for self-study and self-study for students Orientation of subject methods: Motivating learning: During language acquisition, students will achieve high academic results if they are motivated to learn Motivation comes in when children feel interested in a subject and see their own progress Therefore, when teachers use challenging situations in teaching conversation, they are engaging and engaging in classroom activities This is both highly demanding and suitable for students to feel their progress in learning To help them feel progress In learning, teachers need to set reasonable learning goals In addition, it is necessary to encourage students to follow the motto of trial and error (trial and error) in the process of practice, so they should not be afraid of making mistakes in practice - Promoting students' individual learning methods and creativity: Another important factor contributing to effective language acquisition is their own personal learning methods Teachers need to help children be aware of the nature of language acquisition and encourage them to find the most appropriate learning method for themselves; guide students self-study methods and tips for learning and communication practice In addition, teachers should always create conditions for students to participate in contributing personal experiences and knowledge to the learning process, giving them autonomy and promoting their creativity and potential - Creating maximum opportunities for language practice: In order to provide students with the most favorable language learning environment, teachers need to pay attention to make the most of their time in class, creating every opportunity for students can use the learned language effectively and meaningfully It is necessary to use English in classroom communication to the maximum extent possible: between students and teachers, between students, to facilitate them to get used to using English in real communication However, the mother tongue (Vietnamese language) should not be mechanically excluded Should use Vietnamese language when necessary such as: to explain words indicating complex concepts, difficult grammatical structures or to explain the teacher's requirements for the exercise - Using textbooks creatively: Teachers need to clearly understand the intentions, requirements and objectives of each lesson, each teaching item in the textbook so that on the one hand they can teach the correct focus of the lesson, on the other can use the textbook creatively suitable for students In specific cases, it is necessary to find ways to supplement or update the contents of the lessons to make the curriculum always new, suitable for students and with the evolving and changing lives * In summary: Each teacher himself has a different creativity in each teaching period, in each research topic to suit students in their working area The method of teaching conversation in junior high school is to create tips and skills suitable for each student object Personally, as a teacher of English at Tho Phu Secondary School I have been teaching for 20 years myself, I understand the methodological characteristics of this subject Along with teaching practice, I always research, explore to improve the quality of teaching and learning English subject 2.2 The state of the problem before applying the initiative In recent years, the quality of teaching and learning at Tho Phu Secondary School has continuously improved, the number of excellent and good students has increased, the average, weak, and the poor have been significantly reduced the student's mother gives confidence in our school In addition, the number of students being considered for graduation and passing high school is increasing, every year there are many students winning the award for excellent students in the district, best students in the province, second, third in English in particular and the school's cultural subjects in general The reason for such achievements is due to the attention, leadership, direction and help of all levels in the province and district in a timely and conscientious manner Besides, it must also be mentioned the continuous efforts of the Board of Directors, teachers and students in the school Right from the beginning of the summer of the new school year, the Board of Directors encouraged all staff members and students: "No matter how difficult it is, you must compete to teach well and learn well"; boldly renovate teaching learning methods, improve the quality of teaching and learning Therefore, each teacher in general and English language teachers in particular explore, innovate and boldly apply advanced teaching methods and means in teaching to contribute to improving the quality of teaching and studying English at Tho Phu Secondary School However, the reality in teaching and learning English at Tho Phu Secondary School still has a number of limitations: - Teachers are always conscious of innovating their teaching methods, but in general they are still influenced by traditional teaching methods This has a significant impact on students' absorption of knowledge Students become a receiving machine, not proactive, creative While effective English teaching is demanding Teaching English is not only imparting knowledge but also attracting students, making them interested in learning - This is a relatively difficult subject for pupils, especially students in Tho Phu commune - a commune where mainly people are farming This is also a challenge for them when approaching international languages in the period of global integration In addition, due to limitations in pronunciation as well as learning conditions, students hesitate to communicate or cannot communicate with single-solution sentences in English - Students' habits when encountering a conversation just skim and then solve the exercises below If the teacher is not really creative and invests in the lesson plan, it is easy for students to forget that conversation The reality in learning the subject, students often have a passive habit, listening habit, taking notes like a copy Most students not have the habit of actively learning and exploring lessons, if they are not assigned tasks or if they are assigned tasks, they are still confused while solving problems They not have the need to express their thoughts, emotions, interests and talents by themselves in front of the collective There is almost no sense of preparation before the lesson, there is a habit of waiting to receive knowledge from teachers If there is any difficulty, wait for the teacher's explanation Results of the above situation: - According to my statistics at the beginning of the 2020 - 2021 school year, the number of grade students including 7A and 7B was 80, the percentage of students' speaking skills was as follows: Excellent Good Fair poor Total number of Class students QTY QTY QTY QTY QTY QTY QTY QTY % % % % 7A 7B 41 39 2.4 % 12.2 7.7 20 16 48.8 41.0 15 20 36.6 51.3 Thus, the number of students with unsatisfactory speaking skills still accounts for a large proportion These are alarming numbers If we maintain this ratio, it will greatly affect the quality of the subject Facing that situation, I boldly applied some new methods while teaching an English conversation and achieved certain results 2.3 Measures have been taken 2.3.1 The goal of the solution: General awareness of conversation teaching: The purpose of conversation teaching is to help students develop listening and speaking skills (especially speaking), appropriate to students' levels and ages, helping students to be conditional and communicating , improve English proficiency, have more social understanding The conversation is divided into steps: introduction, practice and speech production Teachers need to apply specific and appropriate activities in the correct stages and certain content of the lesson The structure of the conversation is completely different from the structure of a text Words of a conversation must be concise The main activities of the conversation are couples, groups, and roleplay Conversation is speech between at least two people, with a changing role (with speakers and listeners) Conventional conversation require an immediate reaction of language habits, so conversation does not require any preparation in advance The language in the dialogue is shortened speech The shim, middle words are used as linguistic aids Expressive elements such as gestures, facial expressions, posture, stress, intonation greatly support the quality and effectiveness of dialogue The 3- step process of a conversation lesson: Steps Contents Aims Activities Involve students' excitement - Introduce the topic of the Create a need for students to conversation, introduce the want to communicate character context Step Presentation Encourage students to think - Ask questions about the topic they will - Introduce new words learn Step Practice Step Production Helping students Understand the content of the conversation - Memorize the dialogues of the characters - Know how to apply structure in sample dialogues tobuild similar conversations under the guidance of the teacher Practice speaking exercises through: - Practice oriented guide of the teacher - Free practice - Do the exercises - Helping students develop - Practice speaking through their ability to communicate free practice and practical contact In general, teaching a conversation is usually done in three stages, as I explained above Each stage has its own specific requirements and characteristics I think that in order to achieve effective teaching period, when planning to prepare lessons, teachers must carefully study the type of exercises, identify the right ones to choose suitable techniques in the actual teaching conditions and circumstances To resolve this problem, I proceed as follows: 2.3.2 Solutions implemented: * Firstly: Create a favorable environment for lessons: Establish a pleasant atmosphere between teachers and students at the moment of entering the classroom: - Say hello to students; - Introduce yourself; - Ask questions that are normally natural;- Tells Jokes; When entering English lessons in general and conversation lessons in particular, I often create a pleasant atmosphere between teachers and students as follows: Example: When entering a class, the teacher asks a student Are you happy? How many people are there in our class today? What's the weather like today? * Create self-confidence for students - Visiting students; - Create opportunities for students to introduce / talk about themselves and ask questions in response Example: How are you today? What time you get up today? How you go to school? The usual greetings like I used to create a comfortable learning atmosphere for the students, somewhat reducing the students who feel shy to learn, so the lesson is gentle and self-contained * Secondly: Create an atmosphere of learning "Presentation" In the process of language acquisition, students will achieve high academic results if they have a learning atmosphere Learning atmosphere can be achieved when children feel interested in the subject and see their own progress For teachers to have a successful teaching hour, right at the first step of an hour, which is a presentation, teachers need to create a climate that is both psychologically and emotionally favorable content for the next teaching activity Therefore, teachers can use a variety of tricks to present chat that are relevant and engaging to your specific student audience Here are a few activities to recommend for a conversation: * I use visuals (Using visuals): Use pictures or real objects to introduce: - Use pictures, introduce characters and the context of the conversation - Use pictures to draw characters, introduce characters and contexts by asking questions for students based on pictures to answer - Use visual aids such as pictures or real objects, and build conversations with students Example: Unit - B1 - P15 (English 7) Teacher asks students to look at pictures (page 15) Send students ideas about the situation in the pictures by asking them questions for them to guess Who are they in the picture? Where are they? What are they doing? What is the teacher doing? What are the students doing? What are they talking about? - Use pictures to draw two characters: Miss Lien and Hoa are in the classroom Teacher gives questions and answers and asks students to put them together to complete the Matching * I use supported devices such as radios and cassettes - Turn on the tape for students to listen to the sample conversation.Read conversation samples according to the voice of the characters in the conversation - Read with students with a good voice in class to read the conversation pattern according to the correct number of characters in the conversation - Together with one or two good students in the class, model the conversation Example: Unit 10 - B1 - A bad toothache (English 7) p 103 Using pictures, radio and cassette tapes: Introduction of characters and contexts: Hoa and Minh Then the teacher turns on the headphones for the students to listen and remind them to pay attention to the pronunciation and intonation of the dialogue Together with two good students in the class, they should close the conversation sample In addition, I always create conditions for students to contribute personal experiences and knowledge to the learning process, giving them autonomy and their creativity and potential In order to create the most favorable English learning environment for students, teachers need to pay attention to making the most of their time in class, creating every opportunity for students to use the learning materials in a meaningful and effective way To this well, it is important to promote pairing and group activities and strategies that engage children in active participation in class activities To help students understand language practice, I usually use the following types of activities: Ask and answer: (questions and answers) Exercises: (True / False statements?) Example: Unit (A4), page 21 "Telephone Numbers": + Exercises: (true / false statements) Tam is phoning Phong Phong will be free tomorrow morning Phong and Tam will see a movie The movie will start at 6.45 They will meet at Phong's house Thirdly: Create maximum opportunities for language practice (Activity for "Practice" practice stage) To help students understand and practice the conversation, use the following types of activities: - Use suggested words, phrases to build similar conversations (Substitutions controlled practice) - Use suggested words and phrases to build Substitutions - free Example: Unit 4: AT SCHOOL A Schedules 1,2,3 (P.43 Enghish 7) Picture drill A4 (P.43)  Teacher – student T What is Lan doing? S: Lan is studying physics T: What time does Lan have her physics class? S: She has her physics class at 8.40  Student – student S1: Ask S2: Answer Alternative exercises: (Substitution) Cues: Phone numbers: Students' phone numbers Free time: Saturday evening/ Sunday morning What to see: circus/ dram/ performance Time to start; 7.30/ 7.45/ 8.00 Where to meet: outside the gate/ at one's home Suggested situations: Play a role (English 7- Unit 9- lesson 3) Teacher asks students to work in pairs One student plays the role of Liz's and the other plays the role of Liz's friend They should talk about liz's family's trip back to Ha Noi Liz's friend: Liz, how did you travel back to HaNoi? Liz: I traveled by bus Liz's friend: What did you see on the way back? Liz: I saw paddies for the first time 10 Liz's friend: Were you excited about the countryside in VN Liz: Yes, I was Liz's friend: It looked calm and peaceful Liz's friend: Were you tired after the long trip? Liz: No, I felt happy Liz's friend: When did you arrive in HaNoi? Liz: I arrived in HaNoi at about 7p.m Compare, collate, evaluate the article content with real life (Comparison) (English 7- unit - B1 - page 33) After completing the conversation, student can give his or her opinion about Hoa's family Fourth: Use English in classroom communication to the maximum extent possible (Tips and activities for the stage of speech production: Production) Retell the content of the conversation (in the form of monologue or dialogueRetelling) Based on the structure of the sample dialogue, build a (Substitutions - base role play) Example: Unit: After school (B1 p64) You Your friend What afternooon? not good movie Movies Mai’house too far not have a bike take a bus Ok! Example Exchange S1: What should we this afternoon? S2: Let’s go to the movies S1: There isn’t any good movie on at the moment S2: What about going to (Mai’s) house? We can play a game together YS1: But it’s too far, We don’t have a bike S2: Why don’t we take a bus? S1: OK! Discuss in pairs, in groups about the lessons they have learned through the discussion content Example: Unit 15 Going out ( A1 Video gamees P147) I have students have a group discussion about the harmful effects of video games Bad effects caused by video games 11 * Instructors help students do: Do harm to eye, backache, waste time/ money, learn worse and Video games can be addictive However, the mother tongue (Vietnamese language) should not be mechanically excluded Should use Vietnamese language when necessary such as: to explain words indicating complex concepts, difficult grammatical structures or to explain the teacher's requirements on the exercise In addition, we also have to coordinate Skills: As stated, the new English language program focuses on combining all verbal skills from the beginning and is developed systematically throughout the program from grades to All exercises in Units, whether in the form of individual or group activities at all levels from 6th to 9th grade, combine all possible skills, depending on the characteristics of the content of each lesson A unit can begin with a listening comprehension activity, introducing a new topic that can also begin with a comprehension reading or a class entry activity The next activities might be: Practice speaking in pairs, reading by individuals silently to gather information, listening to tapes to get necessary information or filling in a blank board Lessons should not have a fixed order of use of skills in a unit The placement and coordination of skills are derived from consideration of students' interests, needs, and interests, as well as theme and topic characteristics and developmental processes Using textbooks creatively: Teachers need to clearly understand the intentions, requirements and objectives of each lesson, each teaching item in the textbook so that on the one hand they can teach the correct focus of the lesson, on the other hand can creatively use textbooks suitable for students In specific cases, it is necessary to find ways to supplement or update the content of the lessons to make the curriculum always new, suitable for students and with the evolving and changing lives In order to effectively teach conversation lessons, each teacher needs to have a different creativity in each lesson period and in each topic so that it is suitable for students in his or her work unit The method of teaching conversation in junior high school is to create tips and skills suitable for each student 2.4 Result: At the end of the school year, from the fact that learning English is difficult, especially difficult to communicate in English, they have boldly volunteered to read lessons and speak some simple topics in English At the same time, in daily communication with their teachers and friends, they have used more English Specific results of the end of the school year 2020 are: 12 Khối lớp Kĩ nói Tổng Kĩ nói Kĩ nói mức đạt mức số học mức tốt yêu cầu sinh SL TL% SL TL % SL TL% Kĩ nói mức chưa đạt SL TL% 7A 7B 41 39 11 9.8 2.6 10 24.4 17.9 24 20 58.3 51.3 7.5 28.2 compared with the current situation at the beginning of the year, they have made remarkable progress Being a teacher is no more fun than that CONCLUSION, RECOMMENDATION 3.1 Conclude After a year of applying measures to improve the quality of conversation hours in Grade English at school, although the results have not been as expected, I have seen a remarkable improvement in the students There is no teaching method that is absolutely preeminent, the ancients have the saying "There are days to be good for iron grinding", every hour of teaching, the teacher is diligent and flexibly honed for the children a little, for sure Our education service will be successful 3.2 Request Above are some of the experiences that I have applied in the course of teaching in my class and got good results However, to make the results of teaching English at Tho Phu Secondary School in particular and the district in general better, I would like to recommend: 3.2.1 For Department of Education and Training: It is necessary to regularly organize English subjects, seminars, so that teachers have the opportunity to learn from each other, share and accumulate teaching experience together 3.2.2 For schools: The school needs to invest more in modern facilities, equipment, teaching aids, basic and advanced documents for teaching English In addition, it is necessary to direct the professional team to develop a plan to organize some extracurricular activities for students in English such as: English speaking or language contest, English singing contest, 3.2.3 For professional groups: Every month, every month should organize activities of English-speaking clubs in blocks, schools on topics inside and outside of textbooks, in order to help students become stronger and more confident when communicating English with friends friends and teachers From there, they also acquire the source of basic and more advanced knowledge 13 The confirmation of the headmaster Xác nhận Hiệu Trưởng Thanh Hoa, the 25th of April, 2022 I assure the experience initiative was written by me, not reproduced in any form Writer Trịnh Đình Dũng 14 REFERENCES Standard knowledge - skills in English for junior high school Chu Quang Binh: Designing English lessons for secondary schools (Hanoi Publishing House) English textbook Nguyen Hanh Dung, Vu Thi Loi: Some issues of renewing teaching methods for English for Junior High School (Education Publishing House) Some websites on the internet have written about innovative teaching methods EVALUATION OF THE SCHOOL ASSESSMENT BOARD 15 ... advanced teaching methods and means in teaching to contribute to improving the quality of teaching and studying English at Tho Phu Secondary School However, the reality in teaching and learning English. .. effective methods of teaching dialogues in English Thọ Phu Secondary School" , to apply it to my teaching practice in Thọ Phu Secondary School , Tho phu Village, Trieu son District, Thanh Hoa Province... than innovative teaching methods This is an inevitable issue and the correct policy of our Party and State Teaching according to innovative methods has created conditions for teachers to bring into