(LUẬN VĂN THẠC SĨ) The exploitation of authentic tasks in speaking classes for English non-major freshmen at Hanoi University of Industry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES NGUYỄN THỊ HOA THE EXPLOITATION OF AUTHENTIC TASKS IN SPEAKING CLASSES FOR ENGLISH NON-MAJOR FRESHMEN AT HANOI UNIVERSITY OF INDUSTRY (NGHIÊN CỨU VIỆC KHAI THÁC CÁC HOẠT ĐỘNG THỰC TIỄN TRONG LỚP HỌC NÓI CHO SINH VIÊN NĂM THỨ NHẤT KHỐI KHÔNG CHUYÊN ANH Ở TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI) M.A Minor thesis Field: English teaching methodology Code: 601410 Hanoi, 2011 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES NGUYỄN THỊ HOA THE EXPLOITATION OF AUTHENTIC TASKS IN SPEAKING CLASSES FOR ENGLISH NON-MAJOR FRESHMEN AT HANOI UNIVERSITY OF INDUSTRY (NGHIÊN CỨU VIỆC KHAI THÁC CÁC HOẠT ĐỘNG THỰC TIỄN TRONG LỚP HỌC NÓI CHO SINH VIÊN NĂM THỨ NHẤT KHỐI KHÔNG CHUYÊN ANH Ở TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI) M.A Minor thesis Field: English teaching methodology Code: 601410 Supervisor: Phạm Minh Tâm, M.A Hanoi, 2011 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS Page Declaration …………………………………………………………………… i Acknowledgements …………………………………………………………… ii Abstract ……………………………………………………………………… iii Table of contents ……………………………………………………………… iv List of abbreviations ………………………………………………………… vi List of figures, tables and charts …………………………………………… vii PART A: INTRODUCTION ………………………………………… 1 Rationale for the Study……………………………………………………… Research Aims and Research Questions…………………………………… Significance of the Study…………………………………………………… Scope of the Study…………………………………………………………… Methodology of the Study ………………………………………………… Organization of the Study…………………………………………… PART B: DEVELOPMENT ……………………………………… CHAPTER 1: LITERATURE REVIEW …………………………… 1.1 Communicative Language Teaching………………………………… 1.1.1 Concepts of CLT……………………………………… 1.1.2 Main characteristics of CLT ……………………………………… 1.2 An overview of Task-based Language Teaching…………………… 1.2.1 Definitions of a task ……………………………………………… 1.2.2 Components of a task ……………………………………………… 1.2.3 Types of tasks……………………………………………………… 1.2.3.1 General types of tasks………………………………………… 1.2.3.2 Authentic tasks versus pedagogical tasks…………………… 1.2.4 Definitions of TBLT………………………………………………… 1.2.5 Task-based Learning Framework………………………………… 1.2.6 Benefits of Task-based Language Teaching to learners………… 11 1.2.7 Challenges of implementing TBLT ………………………………… 12 1.3 Speaking skill …………………………………………………………… 13 1.3.1 Definitions of speaking skill……………………………………… 13 1.3.2 Teaching speaking skill in TBLT ………………………………… 14 1.4 Authentic tasks in speaking classes …………………………………… 15 TIEU LUAN MOI download : skknchat@gmail.com v 1.4.1 Common types of authentic tasks………………………………… 15 1.4.2 Criteria to identify authentic tasks…………………………………… 16 1.5 Related studies …………………………………………………………… 17 1.6 Conclusive remarks ………………………………………………………… 18 CHAPTER 2: METHODOLOGY …………………………………… 19 2.1 Research Context…………………………………………………… 19 2.1.1 Teachers …………………………………………………………… 19 2.1.2 Students …………………………………………………………… 19 2.1.3 Teaching and learning facilities …………………………………… 20 2.1.4 English Course book for Non-major Freshmen…………………… 20 2.2 Research Questions ……………………………………………………… 20 2.3 Selection of the Participants………………………………………… 21 2.4 Research instruments…………………………………………………… 22 2.4.1 Survey Questionnaire……………………………………………… 22 2.4.2 Informal Interviews………………………………………………… 22 2.4.3 Classroom Observation……………………………………… 23 2.5 Procedure of data collection …………………………………………… 23 2.6 Procedure of data analysis ……………………………………………… 24 2.7 Conclusive remarks……………………………………………………… 24 CHAPTER 3: RESULTS AND DISCUSSIONS …………… 25 3.1 Research question 1………………………………………………… 25 3.2 Research question ………………………………………………… 30 3.3 Research question …………………………………………………… 35 3.4 Conclusive remarks …………………………………………………… 37 PART C: CONCLUSION …………………………………………… 38 Summary of the study ………………………………………………… 38 Pedagogical implications……………………………………………… 38 Limitations and suggestions for further research……………………… 40 REFERENCES ………………………………………………………… 42 APPENDICES ………………………………………………………… I Appendix 1: Survey Questionnaire for teachers……………………………… I Appendix 2: Informal Interviews for teachers………………………………… V Appendix 3: Sample of Task-based Speaking Lesson ………………………… VI Appendix 4: Classroom Observation sheets…………………………………… IX TIEU LUAN MOI download : skknchat@gmail.com vi LIST OF ABBREVIATIONS HaUI: Hanoi University of Industry EFL: English as a Foreign Language TBLT: Task-based Language Teaching TBL: Task-based Learning CLT: Communicative Language Teaching CC: Communicative Competence CA: Communicative Approach TIEU LUAN MOI download : skknchat@gmail.com vii LIST OF FIGURES, TABLES AND CHARTS Page Figure 1: A framework for analyzing communicative tasks…………………… Figure 2: Task-based Learning Framework…………………………………… 10 Table 1: Common types of authentic tasks …………………………………… 16 Table 2: Teachers’ profiles…………………………………………………… 21 Table 3: Teachers’ perceptions of speaking skill and the exploitation of authentic tasks in speaking classes……………………………………… 28 Chart 1: Teachers' perceptions of tasks & TBLT……………………………… 26 Chart 2: Teachers' perceptions of authentic tasks……………………………… 27 Chart 3: Teachers' perceptions of benefits of authentic tasks…………………… 30 Chart 4: Teachers’ ways of dealing with speaking activities in the text book…………………………………………………………………………… 31 Chart 5: Teachers' favorite techniques embedded in exploiting authentic tasks……………………………………………………………………………… 34 Chart 6: Students’ response to the tasks as perceived by the teachers………… 35 Chart 7: Teachers' difficulties in exploiting authentic tasks to teach speaking… 36 TIEU LUAN MOI download : skknchat@gmail.com PART A: INTRODUCTION Rationale for the Study Speaking is regarded as one of the key outputs for English learners Of all the four skills (listening, speaking, reading and writing), speaking seems the most important one Classroom activities that develop learners‟ ability to express themselves through speech would therefore seem an important component in any language courses People are not able to communicate in English if they cannot deliver their messages and make themselves understood Many Vietnamese university students, especially at HaUI, learn English as their foreign language without their motivation since they have few opportunities to practice communicating in the target language It is understandable that they have hardly learnt English as a tool of communication but a university subject In many universities as well as in HaUI, English is normally taught for students to help them deal with tests, exams rather than for communication Grammaroriented teaching methods seem to be prevalent in most language classes Therefore, English skills though scheduled in the textbooks, are not paid much attention to Students are supposed to learn English by exercise completion, but not gaining much for using English as a tool of communication In recent years, the communicative approach in language teaching has become more and more predominant However, the real outcomes prove to be a matter of concern of all language teachers and learners The fact is that a lot of learners‟ linguistic performance is quite good in class learning, but when they engage in real-life communication in which the target language is used, they seem to be hindered by many factors such as lack of communication skills, inappropriate responses and so on They really find it difficult to express with a “real” situation Such matters may rest with many reasons including classroom methodology, teaching materials, teacher‟s proficiency as well as speaking activities Among which, speaking activities play the crucial role in motivating and getting students involved in the lesson, then in helping them achieve the goal of using the target language in real-life communication Things considered, EFL teachers share an agreement that it is essential to exploit communicative speaking activities which are close to real life situations with hope to overcome these current situations In an attempt to grapple with the problem, the use of Task-based method has been recommended in teaching speaking at HaUI In the literature, there were few studies related to exploitation of authentic tasks in teaching speaking despite numerous studies were implemented on TBLT What‟s more, no previous TIEU LUAN MOI download : skknchat@gmail.com studies have been conducted about the exploitation of authentic tasks in English speaking classes at the university where the author is teaching All of the mentioned conditions, henceforward, have paved the way for the author to carry out a research on “The Exploitation of Authentic Tasks in Speaking Classes for English Non-major Freshmen at Hanoi University of Industry” It is conducted in an attempt to address the gap in the literature and to offer an insight of the reality of teaching speaking with the exploitation of authentic tasks to English Non-major Freshmen at HaUI Additionally, some suggestions of exploiting authentic tasks effectively to teach speaking skills will be given with the hope of providing useful source and reference for teachers at HaUI in particular and for all teachers of English in general to motivate their dear students in English speaking lessons Last but not least, it is expected that the research would make a certain contribution to the improvement of teaching speaking skills for the first-year English non-major students at HaUI Research Aims and Research Questions This study is carried out with the wish of achieving following aims: - To investigate the teachers‟ perceptions of the exploitation of authentic tasks in English speaking classes - To find out the extent to which authentic tasks are exploited in TBL framework in English speaking lessons - To explore the difficulties as perceived by the teachers when they exploit authentic tasks in English speaking lessons In order to achieve the above-mentioned aims, the following research questions were raised: What are the teachers‟ perceptions of the exploitation of authentic tasks in teaching speaking? To what extent are authentic tasks exploited in TBL framework in English speaking classes by the teachers? What are the challenges as perceived by the teachers when authentic tasks are exploited in speaking classes? Significance of the Study This study helps point out the teachers‟ perceptions towards authentic tasks and its exploitation in teaching speaking skills Particularly, this study is carried out with the hope to provide an insight into current teaching situation in English speaking lessons to teach English Non-major Freshmen at HaUI Hopefully, the findings and recommendations of this study will be of some help for both teachers and students of English in the process of TIEU LUAN MOI download : skknchat@gmail.com teaching and learning speaking skills The results of this study may also be useful for those who are interested in this field Scope of the Study Due to time constraint as well as the author‟s ability and working conditions, the study is restricted to mention the exploitation of authentic tasks in teaching speaking Furthermore, perceptions and exploitation of authentic tasks are revealed on the part of teachers who have been teaching English non-major freshmen at HaUI in the school year 2010-2011 Methodology of the Study To reach the aims of this study, both qualitative and quantitative approaches are made used of Data are collected from questionnaire, informal interviews and classroom observation The quantitative data collected from survey questionnaire were then analyzed statistically, while qualitative data were obtained from informal interviews and class observation Informal interviews were carried out to supplement the survey questionnaire Class observation is employed to get better insight of the reality of exploiting authentic tasks in speaking lessons The validity of the study is ensured with the main instrument classroom observations Hopefully, with the combination of the three methods, the study would yield reliable and valid findings Organization of the Study The thesis consists of three main parts: the Introduction which provides an overview of the study, the Development which is the main part and consists of chapters, and the Conclusion which includes summary of the study, implications, limitations and suggestions for further study Three chapters in the main part are as follows: - Chapter 1: Literature review sets up theoretical background that is relevant to the purpose of the study - Chapter 2: Methodology gives detailed presentation about the methods and procedures of the study such as participant selection, data collection methods, data analysis methods and so on - Chapter 3: Findings and discussions show the data collected from the survey questionnaires, the interviews and observation Also, the data will be discussed in this chapter to find out the answer to the research questions TIEU LUAN MOI download : skknchat@gmail.com PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter will briefly present a theoretical background of the study with the reexamination of the concepts most relevant to the thesis‟s topic Firstly, a general introduction of CLT will be given Secondly, the overall perspectives of TBLT will be discussed Thirdly, an account of teaching speaking skills in Task-based Approach will be mentioned Finally, common authentic task types and criteria to identify authentic tasks will be referred to in speaking classes 1.1 Communicative language teaching (CLT) 1.1.1 Concepts of CLT CLT appearing in the 1960s and 1970s is an outcome of more attention to learners‟ effective and appropriate use of language learnt It is a prominent theoretical model in English language teaching (ELT) and is widely accepted nowadays as one of the effective approaches According to Nunan (1989) “CLT views language as a system for the expression of meaning Activities involve oral communication, carrying meaningful tasks, and using language, which is meaningful to the learners Objectives reflect the needs of the learners; they include functional skills as well as linguistic objectives The learner‟s role is as a negotiator and integrator The teacher‟s role is as a facilitator of the communication process Materials promote communicative language use; they are task based and authentic” (p.194) Although there are various definitions and versions of what CLT is and how it functions, there are a few general concepts that are agreed upon Richards, et al., (1986) shows another point about CLT as “an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.” This definition presents the main concept of CLT, which is the focus on developing communicative competence among learners 1.1.2 Main characteristics of CLT Many excellent chapters and books have been written to capture the characteristics of CLT (Canale, 1983; Littlewood, 1981; Richards &Rodgers, 2001; Richard & Schmidt, 1983; Rivers, 1968; Savignon, 1993) Larsen-Freeman asserts that the most obvious characteristic of CLT is “almost everything that is done is done with a communicative intent” (p.132) Accordingly, CLT aims at making CC the goal of language teaching and developing procedures for the teaching TIEU LUAN MOI download : skknchat@gmail.com XV have been taught - Ss present their guess following T’s + T doesn’t set a real purpose of the task suggestions Ex: find out T’s hobbies and work out Student A: “I think she likes cooking” plans for the weekend Student B: “No, I think she likes eating in + Ss are not eager to discuss the task restaurant.” assigned * Task: is adopted from activity available - T calls on Ss to practice and check in the textbook information with T to see who is correct - Planning stage seems to be neglected + Role of T: she doesn’t not work well as monitor (sitting at the T’s table most of the time) + Ss don’t rehearse the structure before reporting in front of class - Report: + T acts as a good chairperson + Good interaction with Ss + Gives some correction on the form Task 2: Language Game (10’) Disney Channel - T divides class in groups - Ss work in groups - It’s good when T uses video clip from - T gives instructions and make a sample - Ss listen to T’s instructions carefully cartoon network - Ts show video clips about cartoon - Ss watch video clips and make sentences - T’s instructions are not clear and helpful characters in Walt Disney to describe these characters’ hobbies enough - T listens and corrects mistakes ( if any) - The group which has quicker and true - Task: Ss get involved in the task actively - T writes score for groups and finds sentences will be the winner - Role of T: does well as a monitor and out the winner chairperson She gives proper feedbacks and corrections TIEU LUAN MOI download : skknchat@gmail.com XVI - No time for planning: Ss must call out one sentence immediately to catch the activity in clip Task 3: Role play (8’) - T asks Ss to work in pairs - T set up a situation: Let’s imagine you’re a president/ a movie star Discuss about activities you like/dislike doing in your free time - T practices with one S as a sample - T observes Ss’ work - Ss work in pairs - Ss listen to T’s instructions and practice with their partners - Ss imagine you’re a president / a movie star and discuss about the free time activities - Every representative takes turn to talk about your hobbies and your partner’s as well - T’s instructions are clear enough - T attracts Ss by setting a real-like situation which asks for T’s play roles - T doesn’t work well as a language adviser since she doesn’t give any help in reviewing oral reports C Wrap-up( 1.5’) - T calls one S to stand up and restate what Ss have learnt in the lesson - Ss remember what have been taught in the - T should keep the time better to have - T summarizes the important content in lesson time to summarize main content of the the lesson - Ss write homework lesson - T assigns homework to Ss General comments: Teacher has a good lead-in with an interesting video clip at the beginning of the lesson The communicative atmosphere in class is rather good They are quite free to express themselves Focus of the lesson is not the meaning Furthermore, T doesn’t follow phases mentioned in task-based learning framework in her teaching Language focus should be at the end of the sequence of tasks Planning stage seems to be neglected before students’ report Teacher adapts activities 2, in the course book with hope to motivate students in communication However, learning tasks are not truly communicative without genuine purpose TIEU LUAN MOI download : skknchat@gmail.com XVII OBSERVATION SHEET Date: December 4th ,2010 Observer: Nguyen Thi Hoa Teacher’s name: Nguyen Manh Hung Class: KT4.1– Course: K5 No of students: 45 Textbook: New Headway Elementary (3rd Edi.) Unit 10: Bigger and better! Period 6: Speaking: Giving directions - Time limit: 45 mins Teaching facilities: Overhead projector, Textbook, Chalk, board Descriptive notes Teacher’s activities Student’s activities Reflective notes A Lead-in: 8’ - T shows some pictures and asks Ss to fill in - Ss listen to T’s questions carefully - Teacher use pictures to brainstorm the idea the blank with a suitable preposition - Ss watch pictures and guess the right - T gives response to Ss’ prediction and prepositions shows the answers: up, down, past, through, over, under, round, into, out of, along - Ss listen to T’s response and take note the related to the forthcoming lesson - Sts are interested in the pictures but not engaged in the prediction Some Ss speak Vietnamese to give responses - T draws Ss’ attention with a summary table right prepositions in the notebook of “verbs of movement” and “prepositions of movement” - The class atmosphere is quiet because the task is rather difficult for Ss - He provides Ss with some input before - T leads Ss to the topic of the lesson coming to the task implementation in the next phase A New lesson: I Tasks ( 30 mins) TIEU LUAN MOI download : skknchat@gmail.com XVIII Task1: Mark the route on the map and then complete the directions (8’) * Pre-task: -T asks Ss to look at the book and read the - Ss observe the map - T’s instructions are helpful and clear instructions - Listen to the CD and mark the route on the enough + Ss work in pairs + Listen to the CD + Mark the route map + Complete the directions - T asks Ss to finish the task within minutes - T calls some pairs to show their route map map with their partners - Ss show their work and look at the screen to check T’s answer - Play the CD again and ask for Ss completion - T shows the answers on the screen - T calls Ss to complete the directions * Task: - Task reflects a real-like situation - Most of Ss get on the task * No planning stage * Report: - T works well as a chairperson - T doesn’t give any corrections on the form Task 2: Completing the text with the prepositions and retelling Joe’s drive (10’) - T asks Ss to listen to Joel and Andy’s - Ss listen carefully to the conversation and * Pre-task: conversation carefully complete the text - T’s instructions are not clear enough - T asks Ss to listen again and check the answer - Ss listen again and check the answer with - T asks Ss to remember the conversation and teacher retell Joe’s drive - Ss prepare the story in minutes and retell the story - T doesn’t ask Ss the way they cooperate to complete the task * Task: - The class is rather quiet - Ss have little chance to interact with friends because they work individually - The class atmosphere gets more exciting TIEU LUAN MOI download : skknchat@gmail.com XIX * Planning: is neglected * Report: - Ss present the story in front of class - T plays role as a good chairperson: give proper feedbacks on the content or form Task 3: Giving directions (12’) - T shows a map which he drew at home - T sets up a real-life situation and assigns the task to Ss: “You’re having a birthday party at your house However, no one knows where it is Choose the easiest way to help your classmates come to your house Work in groups Give directions to your friends so that they can find your living place.” - Ss work in groups - Ss listen to T’s instructions and practice giving directions to classmates - Ss come over to the board and give directions to help classmates find the way to their houses * Pre-task: - T’s instructions are helpful and clear enough * Task: achieves communicative outcome - It is an authentic task - Ss are really interested in implementing the given task - Ss get the chance to interact with other - T walks around and gives some helpful corrections members in class Ss get involved in finding the way to come to classmate’s house actively - T act well as a good monitor - T calls some Ss in groups takes turn to give directions to the house The other group will guess where it is - T observes Ss work and give feedbacks or corrections if necessary * Planning: - T acts well as an adviser - Ss spend little time to rehearse before report in class * Report: - T plays role of a good chairperson - T gives proper feedback on language TIEU LUAN MOI download : skknchat@gmail.com XX forms Task 4: Language games Tom & Jerry - T delivers game instructions: • Work in groups • Watch video clips • Make meaningful sentences using prepositions and verbs of movement • Ring the bell to get opportunities to give answers • Sentences are accepted when they are grammatically correct and match the images • point for each correct answer - T shows the video clips orderly and calls the group with the ringing bell - Gives feedbacks on every answer - Decides the winner with more points after all - Ss work in groups, watch the video clips * Pre-task: - T is a good instructor with helpful guide - Ring the bell to get opportunities to give * Task: answers - Ss are quite interested in playing the game - Observe the clip and listen to T’s - Doing this task bring about lots of fun feedbacks - T works well as a monitor and facilitator * Planning: - Planning stage is neglected since Ss must give responses as soon as possible * Report: - Focus on meanings and forms at the same time - T works well as a chairperson Language focus: Grammar review (5’) - T asks Ss to write down good sentences from the report stage - T gives feedbacks on the language forms - Ss listen and take notes in notebook - Little time for this phase B Wrap-up( 2’) - T calls one S to stand up and restate what - Ss remember what have been taught in the - T should keep the time better to have time Ss have learnt in the lesson lesson to summarize main content of the lesson - T summarizes the important content in the - Ss write homework TIEU LUAN MOI download : skknchat@gmail.com XXI lesson - T assigns homework to Ss General comments: Teacher has a good lead-in with an interesting video clip at pre-task phase The communicative atmosphere in class is good: students are quite active and concerned much to the lesson They are quite free to express themselves Primary focus is put on the meaning Planning stage seems to be neglected in most of the tasks Planning stage seems to be neglected before students’ report Not all the tasks are real-world target tasks (language games, completion tasks).Teacher designs tasks quite well and makes proper adaptations of the activities in the course book In fact, they motivate students a lot in speaking and brings a lot of fun S TIEU LUAN MOI download : skknchat@gmail.com XXII OBSERVATION SHEET Date: December 12th ,2010 Observer: Nguyen Thi Hoa Teacher’s name: Le Thi Huong Thao Class: Hoa4.1 – Course: K5 No of students: 50 Unit 11: Looking good! Textbook: New Headway Elementary (3 rd Edi.) Period 6: Speaking: In a clothes shop - Time limit: 45 mins Descriptive notes Reflective notes Board Teacher’s Desk Unit 11: Looking good! Speaking: In a clothes shop Seats for Students Door Seats for Students Sketch of the classroom Teacher’s activities A Warm-up: 5’ - T shows a video clip about shopping - T poses some questions: Where are they? What are they doing? Student’s activities Reflective notes - Ss observe the clip and answer T’s - T introduces the topic by using clip to questions brainstorm the idea related to forthcoming lesson - Sts are interested in the picture clip TIEU LUAN MOI download : skknchat@gmail.com the XXIII - T leads Ss to the topic of the lesson B Tasks: Task 1: Ordering (15’) - T gives instructions: + Work in groups + Distinguish the sentences of Shop assistants’ and customers’ + Put the sentences in correct order to make a conversation ( with overhead projector) - The class atmosphere is quite relaxing - Ss work in groups - Ss listen to T’s instructions carefully - Ss distinguish who say these sentences, the customer or the shop assistant - Put the sentences in correct order to make a conversation -Read aloud Customer’s and Shop - Call one group to present the sentences assistant’s sentences of the customers and shop assistant - leaders stick their conversations on the - Asks leaders to stick their board conversations on the board - T plays the CD and check the answer with whole class - T listens and gives some feedback - The task is some kind of pedagogical one because there is no genuine purpose from the task - No authentic input is utilized * Pre-task: - T’s instructions are quite clear * Task: + Ss find difficult to put the sentences in correct order Therefore, many Ss speak Vietnamese, some keep silent + T doesn’t provide Ss a real-life conversation in a clothes shop as a sample + Role of T: does well as a monitor * Planning: - Ss review the conversation in groups before making report * Report: + T acts well as a chairperson + She gives few feedbacks and no corrections + No good interaction between Ss and Ss Task 2: Making conversations (10’) TIEU LUAN MOI download : skknchat@gmail.com XXIV - T asks Ss to work in pairs - Ss work in pairs - Make your own conversations in a - Ss listen to T’s instructions and practice clothes shop with their partners + Student A: a shop assistant - Build up your own conversation in a * Pre-task: - T’s instructions are not clear enough - T attracts Ss by setting a situation which is close to the real-life + Student B: a customer clothes shop: - Ss consider about the purpose of the task - T moves around and observes Ss’ work - Come up to the board and deliver the * Task: without any corrections on language conversation - Many Ss are not eager to this task forms - T doesn’t work well as a monitor: Ss make noise in class * Planning: - T doesn’t work well as a language adviser since she doesn’t give any help in reviewing oral reports * Report: - Ss focus on meaning without paying attention to the mistakes if Ss can make General comments: Teacher has a good lead-in with an interesting video clip at pre-task phase However, most of the tasks have no real purposes T’s instructions are not helpful enough and it’s rather difficult for the English beginners They are quite free to express themselves Teacher mainly follows what has been designed in the course book No authentic listening input was brought into the classroom, which builds up Ss’ self-confidence in real-word situation TIEU LUAN MOI download : skknchat@gmail.com XXV OBSERVATION SHEET Date: December 28th ,2010 Observer: Nguyen Thi Hoa Teacher’s name: Nguyen Thi Dan Que Class: KT2.1– Course: K5 No of students: 45 Unit 12: Life’s an adventure! Textbook: New Headway Elementary (3 rd Edi.) Period 3: Speaking: Future plans Time limit: 45 mins Teaching facilities: Overhead projector, Textbook, Chalk, board Descriptive notes Teacher’s activities Reflective notes Student’s activities -Ss listen carefully and answer T’s * Pre-task phase: A Warm-up: 3’ - Ask Ss some questions about weather, questions - Teacher introduces the topic health, plans for the weekend… + Uses clip to recall the structure “be - T show a clip about famous places in - Ss watch picture clip and answer T’s going to” the world questions - T poses some questions to lead Ss to the topic of the lesson - This activity is good for students to brainstorm the idea related to the forthcoming lesson - Ss are interested in the clip - The class atmosphere is quite relaxing B New lesson: I Tasks ( 35 mins) TIEU LUAN MOI download : skknchat@gmail.com XXVI Task1: Match a country or a city with an activity (7’) -T shows pictures about places and - Ss observe pictures and call out the places provides new words and activities - Ss listen to T’s presentation - T asks Ss to pay attention to the pronunciation of difficult words - Ask Ss to work in pairs and matching - Ask Ss to look at the screen and check the answer - T makes a question: “Which place - Ss pronounce some difficult words as required - Ss work in pairs and match a country or a city with an activity - Ss observe and answer - It is a kind of pedagogical task No clear goal of the task has been given - Teacher-centered learning: She presents the new words before ask Ss to fulfill the tasks - Planning stage and reports are not covered in the task cycle would you like to visit most?” “Why? Task 2: Substitution drills (6’) - T introduces about summer holiday plan - Ss listen carefully to T’s introduction and - It is a kind of mechanical practice It’s of Ms Bishop She asks Ss to listen to a sample dialogue - T asks Ss to work in pairs and make similar conversations the sample dialogue rather like an exercise, but not a task - Ss focus Ss to use “Infinitives of purpose” - The class is so quiet - Ss practice the conversations with their - Focus on the form before the meaning partners - T calls some pairs to make their conversations Task 3: Finding a partner (10’) - T gives instructions: + work in groups: A&B + Delivers sets of cards: Group A: cards of destinations - Ss work in groups A&B * Pre-task: - Ss listen to T’s instructions - T’s instructions are helpful and clear - Ss make questions to find the partners enough - Ss tell the class about their destinations * Task: achieves communicative outcome TIEU LUAN MOI download : skknchat@gmail.com XXVII Group B: cards of activities and purposes Find your partner using “be going to” and “ infinitives of purpose” - T gives an example - Ss are really interested in implementing the given task - Ss get the chance to interact with other members in class Ss get involved in - After Ss find their partners, they will say aloud where they are going and their purposes of traveling - T calls Ss to report the task finding their partners actively - T act well as a good monitor and facilitator - Planning: Ss have no time to rehearse before report * Report: - T plays role of a good chairperson - T gives proper feedback on language forms Task4: Guessing places (12’) - Give instructions and give an example + Work in teams + Write down the activities for each place on the given card for minutes + Say aloud the sentence: “I’m going to this place to .” for the other team to guess the place + red star for each correct answer - Find the winner with more red stars I - Ss work in groups A&B - T is a good instructor with helpful guide - Ss listen to T’s instructions carefully -Ss are engaged in doing this task actively - Groups in turn say aloud the activity for - Doing this task bring about lots of fun the other group to guess the destination - T works well as a monitor and facilitator - Planning stage is neglected since Ss must give the response as soon as possible - No oral or written report is made Language focus: Grammar review (5’) TIEU LUAN MOI download : skknchat@gmail.com XXVIII - T gives some notes about verbs of - Ss listen and take notes the good phrases - Little time for this phase movement “to go” and “to come” when in the notebook - Ss are quite passive in this task They we want to talk about the future have no discussion at all, just listen and - T asks Ss to write some good phrases in write conversations J Wrap-up( 1.5’) - T calls one S to stand up and restate what Ss have learnt in the lesson - Ss remember what have been taught in the - T should keep the time better to have - T summarizes the important content in lesson time to summarize main content of the the lesson - Ss write homework lesson - T assigns homework to Ss General comments: Teacher has a good lead-in with an interesting video clip at pre-task phase The learning atmosphere in class is quite good: students are quite active and concerned much to the lesson They are quite free to express themselves Primary focus is put on the meaning T doesn’t follow phases mentioned in task-based learning framework in her teaching Planning stage seems to be neglected before students’ report Not all the tasks are close to real-world target tasks except task Teacher makes some adaptations from the activities in the course book Overall, learning tasks are not truly communicative with the lack of genuine purpose TIEU LUAN MOI download : skknchat@gmail.com Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF and merge into one TIEU LUAN files MOI download : skknchat@gmail.com ... research on ? ?The Exploitation of Authentic Tasks in Speaking Classes for English Non-major Freshmen at Hanoi University of Industry? ?? It is conducted in an attempt to address the gap in the literature... language teaching as well as the exploitation of authentic tasks in speaking lessons They are aware of the necessity of teaching speaking and the role of authentic tasks in speaking lessons Noticeably,... towards speaking skills and the exploitation of authentic tasks in speaking classes Teachers‟ exploitation of authentic tasks in speaking lessons in TBLT Difficulties as perceived by teachers in exploiting