Rationale
English has emerged as a globally essential language, with over 700 million speakers worldwide, highlighting its significance Recent research indicates that 103% of travelers are proficient in English, showcasing its widespread use for communication, even in rural areas where students begin learning it in primary school The availability of language centers further supports this learning Mastering English facilitates easier communication and travel, fosters collaboration among international partners, and opens up career opportunities by breaking down language barriers Additionally, English is the primary language for newspapers and professional documents, enhancing our understanding of essential information in the workplace With the advent of the Internet, learning English has become more accessible through online interactions and resources As we strive for success in our careers, acquiring strong English skills is vital, despite its challenges.
The English club program in schools aims to enhance students' mastery of the four essential English skills: listening, speaking, reading, and writing By focusing on listening and reading, students can acquire valuable information, while speaking and writing allow them to express their ideas This research emphasizes the importance of developing students' speaking skills, particularly in the context of English club activities Enriching the language program is crucial for improving students' English proficiency and supporting their academic success Joining the English club offers numerous benefits, including participation in various activities aligned with the club's objectives, opportunities to compete in national and international English competitions, and the chance to develop listening and speaking skills in both formal and informal settings Additionally, students may have the opportunity to travel abroad and experience different cultures.
Hung Vuong High Quality School in Phu Tho province offers a modern educational environment and innovative learning methods The integration of extracurricular activities into the curriculum enhances student experience and knowledge, particularly in developing English speaking skills These new approaches to learning foster greater interest and effort among both students and teachers, leading to improved academic outcomes.
Previous research
In the world
Studies Related to Teaching and Developing Speaking Skills
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This study aimed to improve the oral communication skills of ANU students, focusing on a sample of 20 English language learners, primarily seniors and juniors Utilizing a random sampling method and semi-structured interviews for data collection, the research identified several challenges faced by students, including confusion, embarrassment, and difficulties in pronunciation The findings revealed that limited vocabulary was the most common issue, while understanding questions posed the least difficulty To address these challenges, the study proposed effective solutions such as practicing spoken English in various settings and leveraging modern social media for communication.
Cotter (2007) emphasizes that students should not only learn to use English in the classroom but also engage in understanding the mechanics of the language This involves reflecting on various language aspects, developing a shared vocabulary for discussing language, and applying this knowledge to critically assess texts for their effectiveness, meaning, and accuracy Such an approach enables students to better grasp when to utilize different grammar points.
Bashiruddin (2003) conducted a study aimed at enhancing Oral Communication Skills (OCSs) among lower secondary public school students in Karachi, Pakistan The research involved two school systems: a private English medium school and a government Urdu-medium school, where English is taught as a second language In both settings, students and teachers predominantly communicate in Urdu, relying on traditional methods that emphasize reading and writing over speaking skills The study identified that the primary reason for students' weaknesses in communication is the lack of proficiency in spoken English among English language teachers (ELTs), which poses a significant barrier to effective English language instruction in Pakistan.
Urrutia and Vega (2006) conducted an action research project titled "Fostering Speaking Skills through Games" in Colombia, involving twenty girls and twenty boys aged 14 to 18 The researchers utilized questionnaires, journals, and video recordings as data collection instruments The findings revealed that most students viewed speaking as the most challenging skill to develop, and although some students occasionally spoke English, the majority remained silent during English classes.
In their 2007 action research study, Rama, Ying, Lee, and Luei investigated the effectiveness of language games in enhancing speech skills among 78 primary school students in a class called "JURONG" at Singapore The researchers divided the participants into two groups: an experimental group that employed a communicative method utilizing language games, and a control group that focused on a teacher-centered approach with real-life activities and essential vocabulary for conversation practice The study's results, presented in two tables, indicated that 35 students participated in both pre-tests and post-tests, while 4 students were absent during the pre-test.
Hamzah and Ting (2009) conducted a qualitative action research study on the effectiveness of group work in enhancing speaking skills in an English classroom at a school in Malaysia The study involved 33 students and three English teachers, utilizing observations, questionnaires, and interviews for data collection Students participated in three oral activities and provided feedback through Malay-language questionnaires regarding their experiences with group work and its impact on their speech skills and participation The findings indicated a positive response to group work, with students expressing increased confidence in their spoken language abilities, as the small group setting reduced their anxiety about speaking in English.
Studies Related to extracurricular activities
Engagement in both academic and non-academic activities during college significantly enhances students' learning and personal development To maximize educational outcomes, colleges should promote meaningful involvement outside the classroom, as research indicates that extracurricular activities—such as living on campus, collaborating on research, participating in clubs, and volunteering—are linked to increased persistence, satisfaction, and growth in social competence, confidence, self-esteem, self-awareness, and appreciation for diversity These extracurricular activities (ECA) are essential components of the educational experience and can be found across various school systems in diverse forms.
Extracurricular activities (ECA), often organized by universities, play a crucial role in enhancing academic success and promoting social and emotional development While these activities are not formally included in the curriculum, they significantly contribute to a student's overall growth and should be recognized for their value beyond academic performance.
Therefore students who participate in ECA do not receive grades or credit for it However, these activities are eventually shown to play an important role in
Extracurricular activities (ECA) play a crucial role in student development, enabling learners to apply classroom knowledge to real-world situations (Shamsudin et al., 2014) Traditional assessments in college primarily focus on academic performance, neglecting the significant educational experiences gained through ECA, which Moffatt notes account for about 40% of college students' learning Research indicates that participation in ECA is a better predictor of workplace competence than grades alone, highlighting the need for Korean universities to prioritize meaningful ECA to enhance students' career-related skills Despite increased administrative and financial support for ECA, challenges remain, including students' lack of awareness about these opportunities and a tendency to prioritize academic grades over personal interests (Kim & Lee, 2016) To maximize the benefits of ECA, universities must align these programs with students' abilities and needs, encouraging voluntary participation while also implementing a performance management system to support student engagement and success in ECA.
Despite the implementation of various information management systems in universities, many are not specifically designed for extracurricular activities (ECA) (Yang, 2015) To effectively manage ECA, a tailored system is essential to support and evaluate student participation This study presents a case study of a university-designed ECA management system that offers students access to information about available programs, manages applications and outcomes, assesses performance, and provides statistical insights into ECA participation Recent initiatives at the university level have established this ECA management system, and research into student perceptions can guide a more systematic approach to extracurricular engagement The case study investigates student views on the ECA system, focusing on its impact on participation in curricular and extracurricular activities, career development, and overall college experience The following section reviews current research trends related to ECA and the newly introduced ECA system.
In Viet Nam
In Viet Nam, there are many studies about this aspect, such as:
According to research conducted in 2018 at the Military Medical Academy, speaking skills are crucial for learning foreign languages, especially English Achieving fluency and coherence in spoken English requires continuous effort from both instructors and learners To enhance students' speaking abilities, English teachers in the Foreign Language Department consistently implement positive teaching methods, including group presentations.
To assess the effectiveness of the group presentation method on first-year students' English speaking skills, we conducted a study involving 88 students at the Military Medical Academy, comparing results with and without this method The findings indicate that the group presentation approach significantly enhances speaking abilities, evidenced by reduced pronunciation errors, improved word usage, and increased fluency in complex sentences Furthermore, participation in extracurricular activities, such as sports and cultural clubs, offers students opportunities to relieve academic stress, improve physical and mental health, and develop essential skills like teamwork and management Engaging in these activities fosters personal growth, helps students discover new interests, and contributes to a balanced and enriched university experience.
Engaging in extracurricular activities enhances professionalism and broadens opportunities for students beyond their academic knowledge These activities significantly improve students' communication, behavior, and problem-solving skills, fostering personal and professional growth.
Theo nghiên cứu của ThS Nguyển Q3KѭѫQJ, trải nghiệm du lịch thực tế có thể nâng cao chất lượng dịch vụ và thu hút khách du lịch hiệu quả hơn Việc áp dụng các chiến lược thiết kế trải nghiệm độc đáo sẽ giúp cải thiện sự hài lòng của khách hàng và tăng cường khả năng cạnh tranh trong ngành du lịch.
Field trips serve as an effective learning method for Tourism students, allowing them to apply theoretical knowledge in real-world settings while gaining valuable skills and insights Teachers play a crucial role in supporting students by providing additional information to enhance their understanding This interactive approach to teaching and learning fosters a two-way exchange, making the educational experience more impactful Additionally, students acquire essential soft skills during these trips, which are vital for their personal and professional development, ensuring they are well-prepared to adapt and thrive in future careers.
Khuat Thi Thu Hien (2013) has a study ³&ODVVURRPDFWLYLWLHVWRLPSURYH
In the first year of the English Speaking Skills program at Foreign Language Department, Hunan University, teachers gained valuable knowledge and experience related to classroom activities, which significantly improved teaching outcomes This approach also enhanced students' interest in learning speaking skills.
In conclusion, previous studies have highlighted the potential for enhancing students' speaking skills in English as a foreign language through innovative approaches and techniques These studies focused on various methods, including extracurricular activities, simulation, contextual teaching, the communicative approach, memorization, improvisation, the question-and-answer technique, video programs, and dialogue techniques To effectively evaluate the impact of these methods on students' speaking skills, there is a need for more rigorous true and quasi-experimental research Therefore, the primary objective of this study is to empirically investigate the effectiveness of extracurricular activities in improving students' motivation and speaking proficiency at Hùng Vương High Quality School.
Research purposes
- Study the reality of learning English speaking skills of students in Hung Vuong High Quality School
- Find out the advantages and limitations of teaching English speaking skills and then draw solutions by applying extracurricular activities in teaching English speaking skills.
Research questions
The research will find the answers for the following questions:
4.1: What is the current situation of English speaking skills of students grade 10B at Hung Vuong high ± quality school in Phu Tho province ?
4.2: How is speaking skills of students grade 10B at Hung Vuong high ± quality school in Phu Tho province improved after using extracurricular activities to enhance ?
Methodology
In order to accomplish this thesis systematically and adequately, the following methods will be used:
- Theoretical research method: This method helped review the literature of applying extracurricular programs to provide background for the thesis
- Investigating method: This method is used to investigate the current situation of speaking skill of students skill
- Experimental method: This method is used to apply extracurricular extracurricular activities be used to enhance language competence of students grade 10B.
Data collection instruments
- Survey questionnaires: They are used to collect information about the situation of learning speaking skills
- Interview: It is applied to get information from teachers before course
- Classroom observation: It is applied to record information from teachers after course.
Participants
Students grade 10 and teachers at Hung Vuong high ± quality school in Phu Tho province.
Significance of the research
This study aims to enhance English teaching and learning in high schools, particularly at Hung Vuong High Quality School By incorporating extra-curricular activities, English teachers can effectively improve students' speaking skills and increase their interest in the language The research highlights the potential of these activities to boost students' language competence, making the learning experience more engaging and effective.
Research scope
Language competence is a broad topic, due to the limitation of time and settings of the research, the researcher chose the speaking skill as a specific field to study
This study focuses on using some extracurricular activities to teach speaking skill for grade 10 students at Hung Vuong High - quality school with the SXUSRVHRIHQKDQFLQJVWXGHQWVàVVSHDNLQJVNLOOV
Outline of the study
This article begins with an introduction that outlines the study's background and problem statement, detailing its aims and objectives It presents the research questions guiding the inquiry, defines the scope of the study, and describes the methodology employed Furthermore, it highlights the significance of the research and provides an overview of the thesis organization, ensuring a comprehensive understanding of the study's framework and intent.
Part B will be sub-divided into four chapters
This chapter presents theoretical background of speaking skill and extracurricular activities Those are important factors which help the researcher soluted problem in this research
In this chapter, the researcher mentions the participants, research method, instruments used, and description about the step to carry out the research
Chapter 3: Current situation of teaching and learning speaking skill at Hung Vuong High ± quality school
Chapter 4: Using experiment and pedagogical implications
This chapter presents the pedagogical implications in English speaking skills with using English in extracurricular programs and enhance English speaking skill for students and their evaluation about the experiment
THEORETICAL BACKGROUND
METHODOLOGY
Research setting
Hung Vuong High Quality School of Phu Tho People's Committee
Hung Vuong High Quality School is a new school established in 2018 and located in Nong Trang Ward, Viet Tri City, Phu Tho Province
This school stands out as one of the premier educational institutions in the country and is the first in Phu Tho province to implement the internationally recognized communicative English teaching model from elementary through high school, in collaboration with IIG Vietnam.
Hung Vuong High Quality School, located on the campus of Hung Vuong University, boasts modern infrastructure and spacious, airy facilities Designed with careful consideration for safety and the comprehensive development of children, the school offers an ideal learning environment.
Hung Vuong High School stands out as the ideal choice for students, equipped with advanced information technology systems, a state-of-the-art surveillance camera system, a swimming pool, international standard foreign language classrooms, and reliable school transportation.
The school board is committed to not betraying the faith of our parents and will educating our children to become the full-fledged children we desire.
Subject of the research
Applying extracurricular activities to enhance language competence of students grade 10B at Hung Vuong High - Quality School.
Participants of the research
The target sample of the research consisted of 21 students ( 9 Females and
A study was conducted with 12 male students from grade 10B at Hung Vuong High Quality School, who had recently completed their first term of the 10th grade Despite seven years of English language education, their proficiency remained at a medium level The students showed a strong enthusiasm for learning English, although they often fell short of their expected results They were friendly and demonstrated a willingness to participate actively in their studies.
The study involved two experienced English teachers from Hung Vuong High Quality School in Viet Tri, who benefit from ample opportunities for professional development and access to teaching resources These dedicated educators are not only friendly and supportive but also deeply committed to their teaching careers They possess a strong desire to enhance their English teaching skills and broaden their knowledge base, consistently offering assistance to students facing challenges in their learning journey.
Inconclusion, the choice of the population supported the study to ensure the validity, reliability and objectivity of the present study.
Data collection instruments
In order to answer the research questions, the two questionnaires were applied
Questionnaire 1 (see Appendix 1) consists of 10 items which were given to the students to survey the current situation in learning speaking lesson at Hung Vuong High - Quality school The survey questionnaire includes three main parts:
Part one focuses on collecting information DERXWWKHVWXGHQWVảEDFNJURXQG: Their majors and English learning experience.(Question 1)
Part two aimed at collecting infRUPDWLRQ DERXW WKH VWXGHQWả DWWLWXGHV towards English learning (Question 3,4), their attitudes and perspectives towards speaking lessons (Question 5,6,7),
Part three deals with VWXGHQWVảSUHIHUHQFHVDQGH[SHFWDWLRQV of WKHWHDFKHUVả methodology in English speaking lessons (Question 8,9,10)
Questionnaire 2 (see Appendix 2) was used after the experiment It consists
07 items in three main parts
7KH ILUVW SDUW GHDOW ZLWK WKH VWXGHQWVả IHHOLQJV DQG Dttitudes towards extracurricular activities (Question 1)
ThH VHFRQG LQYHVWLJDWHG WKH VWXGHQWVả HYDOXDWLRQ RI WKH effectiveness of extracurricular activities used in speaking lesson (Questions 2,3,4,5)
The last part aimed at findiQJ RXW WKH VWXGHQWVả GLIILFXOW RI XVLQJ extracurricular activities and their participation in this activities (Questions 6,7)
The interview process was conducted with English teachers at Hung Vuong High-Quality School to assess the current state of English speaking skill instruction Two teachers were selected for the interviews, during which the researcher clarified the content and purpose of the questions to ensure honest responses.
Before the experiment, the researcher asked the teachers 4 questions (see Appendix 3) to find out the current situation in teaching speaking skill
Question 1 is used to collect about checking whether teachers apply extracurricular activities in their teaching or not in speaking lessons
Question 2 is used to know the stage that teachers apply extracurricular activities Question 3 is to get information about teachers' attitude toward the usefulness of extracurricular activities
Question 4 is to know about their difficulties when using extracurricular activities
2.4.3 Observation a, Reason to choose observation
In order to better understand the effectiveness of learning and teaching speaking skill, observations are necessary the researcher to fulfill this study
Richards (1992) emphasizes that observational methods involve systematic techniques for studying language use and classroom events These observations are not intended for assessment or broad conclusions; instead, they focus on exploring the dynamics of classroom interactions to enhance the teacher's professional development.
This method significantly enhances the effectiveness of questionnaires by clarifying data collection These advantages motivate researchers to conduct classroom observations to identify challenges faced by students during lessons.
The observation sheet was utilized to assess the effectiveness of extracurricular activities in enhancing students' attitudes and interest in learning speaking skills During the experimental lessons, the researcher invited fellow English teachers to observe the class, which incorporated language games, and instructed them to use the observation sheet to aid in data collection and analysis The observers remained non-participants, taking detailed notes on both teacher and student activities throughout the lesson using the provided observation sheet (Appendix 4).
Research procedure
To complete the study, the researcher carried out the following procedures
Firstly, the researcher reviewed the theoretical background related to the topic: Overview of speaking skill and extracurricular activities
The study examines the current state of teaching and learning the speaking skill at Hung Vuong High-Quality School To achieve this, the researcher analyzed and discussed data gathered from survey questionnaires and experiments.
Thirdly, the researcher carried out an experiment using extracurricular activities for speaking skill within 3 weeks
The study assessed the effectiveness of extracurricular activities through a questionnaire The researcher concluded by summarizing the key findings, discussing the implications, outlining the study's limitations, and offering recommendations for future research.
This chapter outlines the study's methodology, focusing on the participants, data collection methods, and data analysis procedures The research involved 21 students and two English teachers from Hung Vuong High-Quality School Over a three-week period, data were gathered using three instruments: questionnaires and experiments The subsequent chapter will present the results of this study.
Data analysis
In this research paper, data were collected over three weeks using three instruments: questionnaires, interviews, and observations The analysis was conducted quantitatively, employing tables and charts to present statistical frequency and percentages The findings included comprehensive comments and evaluations derived from the data analysis.
Thus, this process was carried through inductive method
This chapter outlines the methods utilized in the present study, including participant selection, data collection techniques, and data analysis procedures The following chapter will focus on analyzing the results obtained from this research.
THE CURRENT SITUATIONS IN TEACHING AND
Result from questionnaires
The researcher conducted a survey involving 21 students from the 10B class at Hung Vuong High Quality School to assess their speaking skill development.
Table 3.1 Data collected from survey questionnaire before experiment
A survey of 21 students revealed that the majority, 88.23%, began learning English at the age of seven Additionally, 8.82% of the students reported starting their English education at age six, while only 2.95% had been learning for more than seven years This indicates that English is predominantly taught in secondary and high schools, with most students in the study having accumulated seven years of English learning experience.
A recent survey revealed that 61.77% of respondents favored reading as their preferred skill, while 26.47% preferred speaking In contrast, only 5.88% of students expressed a liking for writing and listening skills, indicating that they found these skills, aside from reading, to be quite challenging.
Speaking skills are recognized as a challenging yet essential component of language learning A significant majority of students (82.35%) acknowledge the importance of speaking in their language acquisition process, with 11.77% affirming its critical role in learning English Notably, only 5.88% consider reading skills less important, and none of the students dismiss the significance of speaking in learning English This data highlights that most students understand the vital role of speaking skills in their educational journey.
The opportunities for students to practice speaking English and enhance their communicative competence were significantly limited, with most acknowledging a lack of interaction with native speakers A majority (55.88%) primarily engaged in discussions with classmates through pair or group work The program's structure emphasized controlled activities, leaving little room for spontaneous speaking practice When opportunities did arise, they were often teacher-directed, with students predominantly learning through pair work Group activities were infrequent, and only a small fraction (11.77%) participated in online speaking lessons Although students occasionally conversed with teachers (32.35%), these interactions were largely structured and controlled.
In class 10B, a majority of students (61.76%) expressed a preference for engaging topics during speaking lessons Additionally, 14.7% of the students felt motivated by the use of authentic materials such as visual aids, stories, songs, and video clips Furthermore, creating a relaxed speaking environment was favored by 23.54% of the students, indicating a positive response to informal learning settings.
Statistics indicate that presentations are the predominant activity employed by teachers in speaking lessons, comprising 73.54% of their methods In contrast, only 14.7% of teachers utilize games, while a mere 5.88% incorporate extracurricular activities This suggests that teachers may struggle to engage and motivate students in speaking lessons, potentially impacting their interest and participation.
In a recent speaking lesson, a significant majority of students (64.7%) reported that they preferred to jot down their ideas before speaking Interestingly, only two students managed to think and present their topics directly in English Additionally, 29.42% of the students, totaling ten individuals, indicated that they needed to prepare their ideas in Vietnamese before translating them into English.
A survey revealed that 67.64% of students prefer their speaking lessons to incorporate diverse speaking materials, while 17.65% desire more opportunities for conversation Additionally, 14.71% of respondents expressed other preferences These statistics indicate a strong student inclination towards varied activities in speaking lessons.
Students encounter significant challenges in speaking lessons, with 52.95% expressing a lack of confidence when communicating with peers, making it the most prominent difficulty Additionally, 23.53% struggle with generating ideas, while 14.7% face issues related to poor pronunciation and vocabulary Furthermore, 8.82% of students reported difficulties with grammar, highlighting the various obstacles they face in developing their speaking skills.
According to the data, a significant majority of students (61.77%) believe that engaging topics enhance their knowledge and practice in speaking Additionally, 14.7% of students expressed interest in incorporating various activities into their lessons, indicating a desire for more interactive experiences This highlights the importance for teachers to design diverse activities that facilitate effective speaking practice Furthermore, 6 students noted that having an active partner in speaking classes boosts their motivation, while only 5.88% emphasized the need for a friendly atmosphere to encourage participation in discussions.
Result from interview
With the aim of studying about the current situations of teaching speaking skill, the researcher interviewed 2 teachers at Hung Vuong High Quality school
The majority of teachers reported having 5 to 10 years of teaching experience, while only one teacher exceeded 20 years in the profession The collected data reflects these findings.
In a recent inquiry regarding the integration of extracurricular activities into speaking lessons, two teachers admitted to rarely employing such methods, while only one occasionally utilized them The responses indicated a general trend of infrequent use of extracurricular activities in their teaching practices, as all teachers acknowledged limited application of these activities in their speaking classes, primarily focusing on the frequency of their use.
Both interviewees emphasized the importance of incorporating extracurricular activities during the post-stage of lessons They believe this phase allows students to effectively apply and develop their newly acquired knowledge by acting out lesson-related characters and engaging in discussions about extended or related topics.
Only 1 teacher said that she felt the students seem more interesting with situation using extracurricular activities in speaking lessons Moreover, a student, who acting out a tourist must imagine about the star living environment, speaking style Similarity, someone, who played the role of a reporter and a famous person needed to have the scene of the interview in their minds The result was that they got better in their imagination
Teachers recognize the significance of extracurricular activities in enhancing speaking skills; however, they often face challenges in implementing these activities effectively in upper secondary schools Many students become disengaged during activities, leading to a lack of participation, while others struggle with language barriers that hinder their enjoyment and involvement Consequently, these obstacles can diminish the overall effectiveness of extracurricular programs in the classroom.
Many students in the 10B class are apprehensive about learning speaking skills due to various factors Despite teachers implementing diverse activities to enhance English speaking, these methods have not proven effective, leading to a lack of interest and poor academic performance Consequently, it is crucial for English teachers at Hung Vuong High Quality School to adopt new teaching methods, particularly innovative activities aimed at improving speaking skills Extracurricular activities are one such approach that can significantly promote student engagement in speaking The next chapter will delve into the experiment and assess the effectiveness of these activities.
Result from observation
In an experiment conducted in class 10B, the researcher, acting as a teacher, facilitated three lessons while collecting data through observation sheets completed by participants Additionally, two teachers were present to observe the lessons during these periods, contributing to the overall analysis of the findings.
In a study focused on teaching speaking skills in class 10B through extracurricular activities, it was observed that this approach significantly enhanced student engagement and improved memory retention Additionally, it positively influenced teachers' attitudes towards the lessons and reduced their stress levels The findings were based on three lesson observations conducted by the researcher.
All lessons were meticulously prepared, incorporating extracurricular activities to enhance engagement and interest in English learning These activities significantly boosted students' concentration and motivation, fostering an enthusiastic classroom atmosphere that encouraged active participation As a result, students experienced reduced stress levels and increased confidence in their speaking abilities, leading to improved vocabulary retention However, challenges such as time constraints, inadequate facilities, and a lack of suitable methods were also encountered, highlighting the need for a balanced approach to integrating extracurricular activities in education.
Researcher analysis of data reveals the advantages and disadvantages of incorporating extracurricular activities into teaching speaking skills, leading to the identification of specific solutions for improvement.
In conclusion, after three weeks of implementing extracurricular activities to enhance English speaking skills, student feedback has been overwhelmingly positive Students reported an easier time remembering new vocabulary and expressed increased enthusiasm for lessons However, teachers faced several challenges, including managing lesson time and addressing students' limited knowledge of target language usage.
EXPERIMENT
Experiment
4.1.1 Description of the experimental teaching
In a focused study conducted over three weeks, the researcher implemented extracurricular activities aimed at enhancing speaking skills in a selective class at Hung Vuong High Quality School The experiment was structured around three units, specifically units 8, 9, and 10, and included three dedicated speaking periods for the 10B class.
During the initial two weeks, the researcher implemented experimental teaching methods in speaking lessons for Unit 8, focusing on the benefits of using electronic devices, and Unit 9, which centered on discussing various types of pollution This was achieved through the integration of extracurricular activities to enhance student engagement and learning outcomes.
In the first week, the researcher applied the extracurricular activities in post-speaking part at lesson description and plan
Unit 8: New ways to learn (see Appendix 5)
Know how to use words and phrases related to digital
Know how to talk about the effective ways of using electronic devices
- Teacher divide class into two group
- In 10 minutes each group find out the electronic devices in their school and 5 more minutes to present the advantage of some electronic devices they found
In the second week, the researcher applied the extracurricular activities in post-speaking part at lesson description and plan
Unit 9: Preserving the environment (see Appendix 6)
- Know some vocabulary and information about environment
- Understand about the environment impacts of human activities
- Teacher invite students work individual, think about the topic Dztell a story or a film about the pollution you had read or seen
- Invite student go to Miwon factory at Tho Son Ward, Viet Tri city to get more information about the topic
In the third week, the researcher implemented extracurricular activities focused on the speaking component of the curriculum These activities were designed to enhance students' opportunities to practice English conversation The students engaged effectively in discussions about tourism in Vietnam, demonstrating their speaking skills and enthusiasm.
- Talk about what tourists can do on an eco tour
- Understand and talk about the positive and negative effects of ecotourism on our enviroment
- Teacher ask student go to Sai Nga, Non Village make a video talk about how to create a conical hat and the tourism here
- Non village is a traditional village in Viet Nam and many tourists come there to get a conical hat and visit
- Students work in group to complete the topic
4.1.2 5HVXOWIURPVWXGHQWVảTXHVWLRQQDLUH after the experiment ắ 6WXGHQWVả IHHOing and attitudes towards extracurricular activities used in speaking lessons
A survey revealed that 21 students expressed a preference for incorporating extracurricular activities into their speaking lessons, with 11 students indicating a strong liking and 10 students showing general interest This finding highlights the students' positive attitudes towards the use of extracurricular activities to enhance their speaking skills Overall, the results suggest that integrating these activities could be effective in improving students' engagement and proficiency in speaking.
In the second question, the researcher asked students about the level of the usefulness when applying extracurricular activities in speaking lessons
Figure 4.1.1 The level of the usefulness of extracurricular activities
8.83 % very usefull usefull not very usefull
The majority of students recognized the benefits of extracurricular activities in speaking lessons, with 58.82% finding them very useful and 32.35% considering them useful They believed these activities fostered a positive atmosphere and increased their interest in speaking Additionally, extracurricular activities provided a conducive English environment, allowing students to enhance their language skills Only 8.83% of students felt they were not very useful, and none deemed them useless, indicating an overall positive perception of extracurricular activities in speaking lessons.
In the following table please indicate your evaluation of the effectiveness of extracurricular activities that you had implemented in speaking lessons
The data reveals that no students strongly disagreed with the notion that extracurricular activities foster motivation and provide a conducive speaking environment Additionally, a significant 67.65% of students acknowledged that these activities enhance their imagination and creativity, ultimately increasing their confidence in speaking.
A significant majority of students (52.94%) reported feeling more confident in using English in class due to increased extracurricular activities However, one student expressed uncertainty about whether these activities foster imagination and creativity Regarding fluency, 28 students acknowledged that extracurricular activities enhance their fluency, with 21 strongly agreeing and 7 agreeing, while 2 students remained neutral and 2 disagreed about the effectiveness of these activities in improving fluency.
A recent study revealed that 85.29% of students reported increased confidence in speaking skills through the implementation of extracurricular activities in experimental teaching, highlighting the numerous benefits these activities provide Conversely, only 14.71% of students indicated minimal improvement Therefore, it is essential for teachers to design and execute extracurricular activities more effectively to maximize student engagement and learning outcomes.
Figure 4.1.3 The improvement of students after using extracurricular activities
According to the data presented in figure 4.1.5, a significant majority of respondents (52.95%) reported an improvement in their attitude towards studying speaking skills Additionally, 20.59% of students expressed a preference for increased speaking opportunities during lessons, as it contributed to their confidence in participating in English speaking activities.
A Learn more words and structures by using extracurricular activities
B Feel more confident in English speaking
C Talk about more in speaking lesson
D Express idea more clearly and easily
A significant 14.7% of students indicated that they felt more motivated to communicate effectively Additionally, 14.7% of the students reported improvements in their ability to express ideas clearly and easily Furthermore, it is essential for teachers to offer adequate support and facilitate learning through extracurricular activities to enhance vocabulary and language structures.
Statistics indicate that most students recognize the benefits of incorporating extracurricular activities into speaking lessons and express a desire for their teachers to utilize these activities more frequently to enhance their skills The results from experimental teaching demonstrate a positive trend in learning and teaching speaking, particularly with the integration of extracurricular activities The researcher is confident that the speaking attitudes of grade 10 students at Hung Vuong High Quality School would improve if teachers regularly employed extracurricular activities in their speaking instruction However, students face challenges when using these activities in their speaking practice.
A significant number of students, specifically 67.65%, reported that high anxiety and low self-confidence hindered their participation in extracurricular activities Additionally, 20.59% of the students expressed similar challenges, highlighting the impact of emotional barriers on engagement in these activities.
A Not enough confidence before all class
B Not enough vocabulary to express what the character wants to say
C The roles are difficult to active.
Students often face challenges in expressing their thoughts due to a limited vocabulary, with 8.81% of participants indicating difficulty in role-playing activities Additionally, one student reported a lack of motivation to engage in extracurricular activities.
After implementing extracurricular activities in experimental teaching, all students expressed a preference for these new methods over their previous experiences Previously, instruction focused on controlled activities from textbooks, emphasizing simple structures, with limited opportunities for pair work or interactive discussions This approach hindered the development of their communicative skills, as teachers prioritized grammar and structured drills over student-led conversations Consequently, the classroom environment was not dynamic or student-centered, making speaking classes at Hung Vuong High Quality School feel monotonous and unengaging due to the lack of varied activities and restricted topics.
A significant majority of students (55.88%) recognized the importance of confidence in participating in extracurricular activities during speaking lessons Additionally, 29.41% of students acknowledged that collaborating with peers enhanced their motivation However, only 14.71% reported being actively engaged in speaking lessons The friendly atmosphere fostered by these activities contributed to improved speaking skills and offered numerous benefits for their learning experience.
Findings and discussion
Over a three-week period, a researcher conducted an experiment with 21 students from class 10B at Hung Vuong High Quality School The study aimed to evaluate the impact of extracurricular activities on speaking lessons Remarkably, the results showed that students became more enthusiastic and engaged, with a notable increase in their participation in both extracurricular and speaking activities.
Analysis of questionnaires and interviews reveals that most students have a positive attitude toward extracurricular activities, with only 14.7% expressing dislike Following the experiment, students recognized the importance of speaking skills but felt they lacked sufficient practice opportunities Extracurricular activities emerged as an ideal solution to meet this need, creating an engaging learning environment Additionally, teachers acknowledged that incorporating extracurricular activities significantly enhances student interest in learning speaking skills.
Extracurricular activities significantly enhance student engagement in learning, with 85.3% of students expressing enjoyment in these activities, making lessons more exciting Many students noted that they rarely engage in communicative activities during English classes, highlighting that extracurricular activities provide valuable opportunities for practicing speaking, particularly in front of an audience This practical application of language in real-world contexts allows students to rapidly improve their speaking skills Moreover, extracurricular activities foster critical thinking by involving analysis and problem-solving, positioning them as an effective cognitive learning method.
Extracurricular activities can be challenging to implement effectively due to several factors A significant barrier is the lack of vocabulary among students, which often leads to misunderstandings and failures in their roles Additionally, students' speaking abilities are often average at best, as speaking skills are frequently overlooked in their education This lack of confidence in public speaking further diminishes students' interest in participating in extracurricular activities Furthermore, teachers face difficulties in managing these activities, as many students struggle to focus and are distracted by external factors, making it hard for educators to engage all participants fully.
The author proposed utilizing extracurricular activities as an effective method to enhance the speaking skills of 10B students at Hung Vuong High Quality School To this end, she implemented an action plan that integrated these activities into speaking lessons The primary objectives of the plan were to assess the improvement in students' speaking abilities and to explore their attitudes towards the incorporation of extracurricular activities in English language learning The subsequent section will discuss the research findings derived from the analysis of the action implementation.
Implications
The study reveals that limited vocabulary, low self-confidence, lack of motivation, and inappropriate materials hinder students' speaking abilities However, it also shows that students' speaking skills and self-confidence can significantly improve through extracurricular activities Consequently, the author offers several implications for teachers and students to enhance the learning experience.
To enhance the enjoyment of extracurricular activities, teachers must provide clear and specific instructions, making it easier for students to engage Incorporating model sentences and actions, along with relevant scenarios and language, can further facilitate participation Teachers should assign roles based on each student's speaking ability, ensuring that every student is actively involved and minimizing downtime for irrelevant tasks Encouragement and praise after activities are essential for maintaining student interest, while constructive feedback on mistakes aids in their speaking improvement Additionally, diversifying topics—by alternating between textbook-related themes and real-life scenarios—can keep students engaged and motivated in their extracurricular activities.
Students often struggle with vocabulary usage, particularly when it comes to using words appropriately in their performances This lack of vocabulary hinders their ability to fully embody their characters To address this issue, enhancing students' vocabulary is essential A more effective approach to learning new words is needed; rather than passively memorizing vocabulary, students should engage in active acquisition By committing to learning at least one new word each day, students can significantly improve their vocabulary skills.
Learning the meaning and usage of vocabulary is essential for students A lack of confidence in public speaking can hinder success in extracurricular activities, making it crucial for students to build their self-assurance Overcoming the fear of speaking in front of others is achievable through personal effort Although gaining confidence may be challenging, consistent practice can lead to improvement Daily activities such as reading English newspapers aloud and conversing in English with friends can significantly enhance speaking skills.
Learning to speak English becomes easier when students maintain a positive attitude and understand the benefits of speaking skills, both in everyday life and through extracurricular activities By recognizing the value of language for communication, students can develop intrinsic motivation to practice the target language rather than relying on their native tongue To enhance their speaking abilities, students should actively engage in various extracurricular activities.
Need to be responsible for their English instead of being passive in the class, they are expected to join all extracurricular activities FRQGXFWHG E\ WHDFKHUảV voluntarily and actively
In a class, students must co-operate with teachers and partners by paying attention and take SDUWLQWHDFKHUảVDFWLYLWLHVPRUHHQWKXVLDVWLFDOO\WKDQ
Students should dedicate more time to delivering presentations led by their teachers to build confidence in public speaking Additionally, exploring a variety of topics will enhance their knowledge and provide a solid foundation for their academic pursuits.
To achieve success in speaking activities, students must engage in regular speaking practice with friends in their daily lives Additionally, thorough preparation before attending class is essential for enhancing their speaking skills.
They must pay attention to the lesson and teacher 's explain related to the material
The study's conclusions are organized into three key sections: a summary of the findings, an acknowledgment of the study's limitations, and suggestions for future research The researcher concludes with a comprehensive overview of the study, encapsulating its main insights and implications.
Summary
The research conducted at Hung Vuong High Quality School revealed significant findings regarding the teaching of speaking lessons It was found that these lessons were often dull and ineffective, as students had limited opportunities to engage in conversation and practice speaking skills Instead, the focus was primarily on textbook material with simple structures, and teachers tended to prioritize grammar drills over interactive learning Furthermore, extracurricular activities were infrequently incorporated into the curriculum, contributing to a lack of dynamism in the classroom Consequently, the teaching methods employed were predominantly presentation-based, with minimal use of communicative or engaging activities, resulting in a classroom environment that was neither dynamic nor student-centered.
Teachers and students face significant challenges in English speaking education, including limited vocabulary, low self-confidence, and inadequate motivation among students, as well as unsuitable materials Additionally, despite teachers employing a variety of techniques, the teaching methods often lack effectiveness and engagement To address these issues, extracurricular activities have been introduced to enhance students' speaking skills.
\HDU(QJOLVKPDMRUVWXGHQWVảVSHDNLQJVNLOOV d The importance of extracurricular activities in speaking class
Research findings indicate that teachers recognize the benefits of incorporating extracurricular activities into their teaching methods These activities not only enhance students' confidence but also foster their imagination and creativity Additionally, they provide opportunities for students to use English in a natural context and engage with topics relevant to their daily lives However, both teachers and students face challenges; teachers often struggle with students' limited speaking abilities, which hinders the frequent application of these activities Conversely, many students experience difficulties with confidence and vocabulary, making it challenging for them to express themselves assertively.
Students showed enthusiasm for participating in extracurricular activities, which positively impacted their interest in speaking This suggests that incorporating a communicative approach, especially through extracurricular activities, is effective in enhancing students' speaking skills It is anticipated that the use of extracurricular activities in English teaching will continue to grow, further supporting student engagement in learning.
In conclusion, this study highlights the importance of extracurricular activities as a valuable resource for English teachers It examined students' attitudes towards these activities, the current practices in their implementation, and students' expectations at Hung Vuong High Quality School The findings aim to contribute to enhancing the teaching environment at the institution.
Limitations of the study
Despite the author's efforts in conducting this study, limitations in research experience and time have led to unavoidable errors and shortcomings Notably, the study was limited to grade 10 students at Hung Vuong High Quality School, which may restrict the generalizability of the results to a broader student population Additionally, the research focused solely on speaking skills and did not address other language skills.
To enhance the reliability and validity of the results, the author recommends utilizing a combination of data collection tools to effectively assess students' speaking abilities before and after engaging in extracurricular activities Despite certain limitations, the author is confident that this study will positively impact the teaching of speaking skills at Hung Vuong High Quality School, potentially leading to significant improvements in students' speaking progress.
3.Suggestions for the future study
Extracurricular activities have long been recognized as an effective teaching technique, attracting the attention of numerous researchers and educators over the years This study focused on a specific aspect of this technique, highlighting the need for continued research into the benefits and applications of extracurricular activities in education.
Extracurricular activities can be categorized into various types, necessitating a comparison of students' speaking performance based on control methods—whether through cues and information or through situational goals, as well as distinguishing between scripted and non-scripted activities The impact of these extracurricular activities on students' English speaking abilities, attitudes, and motivation in speaking classes warrants thorough investigation Additionally, a focused study on the effectiveness of extracurricular activities in enhancing speaking skills among students at Hung Vuong High Quality School is essential.
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Language Pedagogy, Longman, White Plains: NY
3 Burns, A & Joyce, H (1997), Focus on Speaking, Macquire University
4 Bygate, M (1987), Speaking, Oxford University Press, New York
5 Byrne (1986), Teaching Oral English: Longman Handbooks for English
6 Byrne, D (1991), Techniques for Classroom Interaction, Longman,
7 Chaney, A.L & Burke, T.L (1998), Teaching Oral Communication in Grades K-8, Allyn and Bacon, Boston
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Zoo to the Classroom: Transforming Real Cases via Role-play into Productive Learning Activities, American Biology Teacher
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Series, New York: Oxford University Press
10 Gower, R & Walters, S (1983), Teaching Practice Handbook, Heinemann
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Niguel, CA: Resources for teachers
14 Kayi, H (November 2006), Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal
15 Kayi, Hayriye (2006), Teaching Speaking: Activities to Promote Speaking in a Second Language The Internet TESL Journal
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17 Ladousse, G.P (1995), Role play: Resources Book for the Teacher Series, Oxford University Press, New York
18 Larsen- Freeman, D (1986), Techniques & Principles in Language Teaching, Oxford University Press, Oxford
19 Littlewood, W (1994), Communicative Language Teaching, Cambridge
20 Nestel D; Tierney T (2007), Role-play for medical students learning about communication: guidelines for maximizing benefits, BMC Med Educ
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22 Nunan, D (2003), Practical English Language Teaching, Mc Graw-Hill, New York
23 Nunan D (1992), Research Methods in Language Learning, CUP,
24 Oxford Dictionary of Current English (2009), Oxford University Press
25 Scrivener, J (1998), Learning Teaching, Macmillian ELT, Oxford
26 Thombury, S (2006), An A - Z of ELT, Macmillan Education, Oxford
27 Ur, P (1996), A Course in Language Teaching, Cambridge University
28 Ur, P (2000), A Course in Language Teaching, Cambridge University
29 Mҥch Bӱu HiӅn, (2004), 5qQOX\ n kͿ QăQJQyLWL͇ng Anh cͯa h͕c sinh kh͙i lͣS WU˱ͥQJ 7+37 FKX\rQ 7KR̩i Ng͕c H̯X WK{QJ TXD KR̩W ÿ͡QJ ÿ͙i tho̩LYjÿyQJN͓ch http://www.zbook.vn/ebook/ren-luyen-ky-nang-noi-tieng-anh-cua-hoc- sinh-khoi-lop-10-truong-trung-hoc-pho-thong-thpt-chuyen-thoai-ngoc- hau-thong-qua-44347/
30 Nguyen Thi Thu Linh (2008), The reality of teaching speaking skill to non-
English major students at Thai Nguyen University-College of Technology,
Thai Nguyen University http://nguyeninvestment.com/luan-van/a-study-on-the-reality-of-teaching- speaking-skill-to-non-english-major-students-at-thai-nguyen-university- college-of-68930/
This survey aims to gain insights into the process of learning speaking skills and to gather your perceptions on the role of extracurricular activities in speaking lessons There are no "right" or "wrong" answers, and your responses are anonymous Your honest opinions are crucial for the success of this study, so please answer sincerely.
Thank you very much for your help
1 How long have you learnt English?
2 How do you learn to speak English?
A Talk with partner(s) in groups or pairs
C Take part in online speaking lessons
3 What makes you like speaking skill?
B Authentic materials for speaking (visual aids, stories, songs, video clips, movies, etc)
4 How do your teachers use to teach speaking?
C By organizing discussions or debates
5 How do you express your ideas when you practice speaking?
A Write down the ideas before speaking
B Prepare ideas in Vietnamese then translate into English
C Think and present in English
6 What do you like in skeaking class ?
A Teach what is in the textbook
C Create more opportunities to talk
7 What difficulties do you have when learning speaking?
B Lack of ideas D Poor grammar
8 What encourages you to speak?
9 How often do you take part in extracurricular activities in your school?
10 What types of extracurricular activities did you participated ?
Thank you for your cooperation!
QUESTIONAIRES FOR STUDENTS AFTER EXPERIMENT
This survey aims to gain insights into the use of extracurricular activities in speaking lessons and to understand your perceptions regarding their implementation It is important to note that there are no right or wrong answers, and you are not required to provide your name Your honest feedback is crucial for the success of this investigation Thank you for your participation.
1 Do you like applying extracurricular activities in Speaking skill at your High school?
A Yes, I really like it B Yes, I like it
2 How do you feel when you study by using extracurricular ativities in English speaking lesson?
3 In the following table please indicate your evaluation of the effectiveness of extracurricular activities that you have implemented in speaking lesson by SXWWLQJDWLFN¥LQWKHDSSURSULDWHER[
Criteria Strongly agree Agree Neutral Disagree Strongly disagree
A Extracurricular activities can create motivation
B More time to practice speaking
C Being confident before the crowd
D Being more comfortable when expressing ideas to your friends in
4 How much improved is ur speaking competence when participating with extracurricular activities?
C Not much D Not at all
5.What factor can cause the difficulties for students when working with extracurricular ativities?
A The number of members in a group
B Lack of the help from the teacher
6 Which way do you think that your speaking is improved?
C Take part in some English club
7 What should be done to be a good learner in speaking lessons with extracurricular ativities?
Thank you for your cooperation!
APPENDIX 3: INTERVIEW QUESTIONS FOR TEACHERS BEFORE EXPERIMENT
1 Have you ever applied extracurricular activities in teaching speaking?
2 When do you apply extracurricular activities?
3 What are the advantages of extracurricular activities?
4 Do you get difficulties when applying extracurricular activities? What are they?
5 How many types of extracurricular activities you apply for teaching speaking skill?
Thank you for your cooperation!
&ODVVVL]Hôôôôôôôôôôôôôôôôôôôôôôôô /HYHORIVWXGHQWôôôôôôôôôôôôôôôôôôôô 7HDFKHUôôôôôôôôôôôôôôôôôôôôôôôôô /HVVRQôôôôôôôôôôôôôôôôôôôôôôôôô Time/
Observation (Criterion) Comment and suggestion
What extracurricular activity is used? ôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôô
Extracurricular activities play a crucial role in student development, fostering essential skills and promoting social interaction However, teachers often face challenges in implementing these activities effectively, including limited resources and time constraints Students, too, encounter difficulties, such as balancing academic responsibilities with participation in extracurriculars Addressing these challenges is vital for maximizing the benefits of extracurricular activities and enhancing the overall educational experience.
APPENDIX 5: LESSON PLAN 1 UNIT 8: NEW WAYS TO LEARN Lesson 4: Skills ± Speaking ± Go Digital
I Objectives: By the end of the lesson, Ss will be able to:
- Know how to use words and phrases related to digital
- Know how to talk about the effective ways of using electronic devices
- To provide Ss some motivation
4 Competence development: using language & solving problem
- Ss may have difficulties in understanding about the digital or electronic devices
- Ss may have difficulties in understanding about useful electronic devices in learning
Class Date of teaching Attendance
7HDFKHUảV activities 6VảDFWLYLWLHV Content Time Notes
- Show some pictures of some electronic devices
- Ask Ss to name these devices
- Ask whether the Ss own any of them and how they use it/ them for their learning
- Lead Ss into new lesson
Ask Ss to give some words which they
- /RRN DW WKH 7ảV pictures
- Work in pairs, name the devices
- At random, answer to the T whether they own any of them and how they use it/ them for their learning
*Warm up: a Laptop b Personal computer c Tablet d Smart phone
- grade papers (v) /ܳUHܼG/ /ޖpeܼāSԥrz/
- Give Ss time to read through the arguments in favor of using electronic devices in learning and match arguments
- Read through the arguments in favor of using electronic devices in learning and match arguments 1-4 with explanation 1- d
- Work with a partner to do the task
- Check and correct the answers
Show the expressions to give opinions:
- In my opinion/ For meǥ
- Ask Ss to read the arguments and explanations in part 1 again and work in group of 3
- Call some groups at random to act out their discussion
- Read the arguments and explanations in part 1 again and work in groups
- At random, some groups act out their discussion
1 The most effective ways of using electronics are typing and preparing the lesson because students can change anything in their writing and teachers can prepare the lessons and grade papers
2 We think/believe listening to music is an effective ways of using electronic devices because listening to music before working on essays and projects help people, have better results
3 In my opinion, electronics make VWXGHQWVả EDFNSDFN lighter ả
-Teacher divide class into to group
- In 10 minutes each group find out the electronic devices in their school and 5 more minutes to present the advantage of some electronic devices they found
- Some groups at random present in class.
Student A: I think electronics make school life easier and more enjoyable
Students who hate homework can have fun doing it on tablets Student A: And when they type on tablets they can change or add more things any time they want
Answer the following questions Talk
1 What electronic devices do you have?
2 How often do you bring it to school?
V Experiences ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôô about the usage of electronic devices in learning
- At random, some Ss present their discussion to the class
3 How useful are they for your learning?
- It heOSV PHô , FDQ XVHLWWRô
Write a short paragraph to talk about the usage of electronic devices in learning (70 words) -Prepare for the next lesson
APPENDIX 6: LESSON PLAN 2 UNIT 9: PRESERVING THE ENVIRONMENT Lesson 4: Speaking ± Environmental impacts of human activities
By the end of the lesson, students will be able to:
+ know some vocabulary and information about environment
+ understand about the environment impacts of human activities
- express their opinion about the environment impacts of human activities
- develop speaking and presentation skill
- develop the skill of working in pairs and groups
- be aware of the importance of preserving the environment
- perform their viewpoints to other people in real life
- do meaningful activities to protect the environment
- Individual work, pair work, group work
- Computer, projector, board, chalks, lesson plan, textbook and notebook
- Students may have difficulty in finding the information about the reasons and consequences of environmental pollution
Class Date of teaching Absence
-Activity 1: Introduce the topic by asking students label environmental pollution with appropriate picture Then ask:
What are the main reasons of these pollution?
- Listen to the answer of students
- Check studentǯs answer by showing on the slide:
+ Industries + Transportation + Agricultural activities + Trading activities + Human activities
- Introduce the lesson: speaking ± environmental impacts of human activities
- Work individually and label the pictures
Activity 2: Read the text in the READING section again Complete the table below
- Guide Students to understand the requirement of this activity
- Ask them to work in 3 groups of 4 in 2ǯ and read the text carefully before
- Work in group to read the text they complete the table: group 1 finds information about soil pollution, group
2 finds information about noise pollution, group 3 finds information about water pollution
- Remind them to refer back to the reading text to get the necessary information
- &KHFNVWXGHQWảVDQVZHU6KRZWKHDQVZHU on the slide
Consequence fossil fuel burning by motor vehicles, factories, aircrafts and rockets
Air pollution a series of environmental problems such as acid rain, greenhouse effect, global warming and health problems fertilizers and pesticide sprays, harmful rubbish and chemicals
Soil pollution negatively impacts vegetation and reduces soil fertility To address this issue, students are organized into three groups: Group 1 researches soil pollution, Group 2 investigates noise pollution, and Group 3 explores water pollution Each group consists of two students who will orally present their findings, with one student reading information related to human activities that contribute to these environmental challenges.
Environmental pollution, a significant concern, manifests through various forms such as the contamination of rivers and the detrimental use of land This pollution leads to severe consequences for ecosystems and human health Additionally, noise pollution from factory machinery, motor vehicles, aircraft, and musical instruments contributes to a disruptive and irritating environment.
Human psychological and health problems such as stress, the increase of heart rate and hearing damage dumping pollutants such as detergents, pesticides, oil, and other chemicals in rivers
The destruction of ecosystem of rivers, lakes and the pollution of groundwater, surface water and seawater
- Teacher invite students work individual, think about the topic Dztell a story or a film about the pollution you had read or seen
- Invite student go to Vedan factory at Tien Cat district, Viet Tri city to get more information about the topic
- Practice in front of class
Activity 5: Talk about some solutions to protect the environment in your area
- Divide class into 2 groups DQGGLVFXVVLQả
- Give some suggestion: show a mind map - work in groups and discuss about some activities to protect the environment ả
- 1 person in each group will present about the discussion RIWKHLUJURXSả
- Give some types of pollution and human activities that caused environmental pollution
- Have students work in pairs to match environmental pollution with appropriate KXPDQDFWLYLWLHVả
VI Experiences ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôô
By the end of the lesson, students will be able to:
+ Express their opinion about what tourists can do on an ecotour
+ Use conditional sentences Type 1 and to talk about present or future activities And events that are real/ probable or unreal/ nor probable
+ Perform their viewpoints to other people in real life
- be aware of the importance of preserving the environment
- perform their viewpoints to other people in real life
- do meaningful activities to protect the environment
- Individual work, pair work, group work
- Computer, projector, board, chalks, lesson plan, textbook and notebook
- Students may have difficulty to move between some place
Class Date of teaching Absence
- Inform the class of the lesson objectives:
- Ask Ss what they think the heading of the VSHDNLQJ VHFWLRQ à7UDYHO DQG HQMR\ả PHDQV and guess the topic
Tourism and what activities tourists can enjoy doing while travelling
- Ss practise the conversation in pairs
- Teacher ask student go to Sai Nga, Non Village make a video talk about how to create a conical hat and the tourism here
- Non village is a traditional village in Viet Nam and many tourists come there to get a conical hat and visit
- Students work in group to complete the topic
- Divide the class into groups of 4 ± 5 students
Have each group choose one ecotourism
- Student move to Sai Nga, Non village and make the video
- Work in group destination in Viet Nam, find information about it, and introduce this place to other groups
Their presentation should include interesting information about the destination and ecotourism activities there
- For more able classes, ask Ss to choose destinations in other countries for their presentations
- Summarize what they have learnt by asking
What have you learnt today? What can you do now?
+ I have learnt about some interesting activities for ecotourists indifferent places in Vietnam I can talk about these destinations DQGHFRWRXULVWVảDFWLYLWLHV
- Ask students to learn by heart the expressions
- Prepare for the next lesson
E Experience: ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô ôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôôô
APPENDIX 8 Some photos taken when applying extracurricular activity in the 1 st period speaking
APPENDIX 9 Some photos taken when applying extracurricular activity in the 2 nd period speaking