A TABLE OF CONTENTS TITLE PAGE A Introduction I Reason for choosing the research 02 03 II Aim of the research 03 III Scope, object and researching method 03 B Solving problems I Theory baisic 03 04 II[.]
TABLE OF CONTENTS TITLE A Introduction : I Reason for choosing the research………………………………… II Aim of the research……………………………………………… III Scope, object and researching method……………………… B Solving problems: I Theory baisic…………………………………………………… II: Solutions………………………………………………………… 1.Methods to carry out……………………………………………… 2.The solutions to carry out………………………………………… IV.The study results of problem…………………………………… VI Conclusions and proposals…………………………………… PAGE 02-03 03 03 03-04 04 04 04-13 13-14 14-15 A.INTRODUCTION: skkn I.REASON FOR CHOOSING THE RESEARCH The goal of education is currently focused on the development of dynamic, The creative and active of students enable them to identify and solve problems To achieve this goal, changing teaching methods towards learners seriously - considered to be the subject of student activities to encourage active learning activities, and creativity of the children in teaching process is essential In foreign language teaching, this view is especially true because no one can replace learners in language learning and use them in active communication with the energy of their communication Foreign language teaching methods is selected to communicate broad guidelines, communicative competence is the basic teaching, as communication is both a purpose and a means of teaching In the process of fact teaching at Hau Loc Upper Secondary School, fact teaching in classes , I find that most students are lazy in speaking skill because of poor words Speaking is a crucial part of language learning The mastery of speaking skill in English is a priority for many language learners Nowadays, many learners even consider the ability to speak the language is the aim of language learning They often evaluate their success in language learning as well as the effectiveness of their English courses on the basic of how well they feel they have improved in the spoken language proficiency Despite its importance, for a long time, teaching speaking has been depreciated Traditional teaching methods have seemed to emphasize the learning of language system (rules of grammar and lists of vocabulary items …) as a goal in its own right and failed to give learners an ability to gain realistic experiences in actually using the language knowledge gained Moreover, very often when people study a language, they accumulate a lot of 'up-in the head' knowledge, but then find that they can't actually use this language to express what they want to There seem to be some difficulties in moving language from 'up-there' knowledge to actively usable language Without experience in using the language, students may tend to be nervous about trying to say something Nowadays things have been different Today's world requires that the goal of learning speaking English should develop students' communication skill so that students can express themselves and use the target language to state opinions, express their feelings and exchange information Many new teaching methods have been introduced and applied to serve the basic need of English learners Among them, communicative skkn approach and learner-centered approach seem to be the most effective ways to teach oral communication Also, we should apply these methods in teaching the four skills and focus on designing speaking activities in appropriate stages of English lessons while teaching other skills so that students always have a lot of chances to practice speaking while learning English So I choose the theme: “ Developing speaking skill effectively in Unit 1,Unit 8,Uni11 ( English 11-basic) with the aim to exchange some experiences of myself in the process of teaching speaking skill I am very glad to receive the sharing and contributing ideas of collogues so that I can perfect in the process of applying and teaching facts II AIMS OF THE RESEARCH: -To introduce and show the advantages of speaking English in most skills -To show how to organize speaking effectively and how to deal with initial problems that may arise - To give out some of my own experience in improving students’ ability of speaking English - Ways to make students more excited about developing their speaking skill and ways to encourage students to feel confident enough to express their ideas in front of the class III.SCOPE, OBJECT AND RESEARCHING METHOD -Scope: Researching in the process of teaching English at Hau Loc Upper Secondary School -Object: This subject is concerned with ways of organizing speaking activities in the class -Researching method: Reading reference books, discussing with other teachers, applying in teaching, observing and drawing out experiences B: SOLVING PROBLEMS I.THEORY BASIC: Logical basis: The goal of teaching speaking skills is communicative efficiency Learners should be able to make themselves understood To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output Practical basis: skkn For most learners, the ability to speak a foreign language is synonymous with knowing that language because speech is the basic means of human communication English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory about the language Hau Loc Upper Secondary School belongs to six north west communes of Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , and Trieu Loc The economic condition is not good and the social learning is also not good so teaching and learning of teachers and students are having many difficulties The approaching with books, newspapers and modern communication media is limited Otherwise, the class is crowded Level is uneven Most students are in the status “losing basic knowledge” of Primary and Lower Secondary School’s knowledge Besides, they consider English a difficult subject, so they are worried of learning In the English period , the students are not confident in communicating because they are worried of speaking wrong or pronouncing not very exactly.Therefore,students will motivate in lessons by speaking English in all skills such as reading,speaking, listening and language focus II: SOLUTIONS: 1.Methods to carry out - Firstly, teachers must make sure that students feel safe and confident while they express themselves: - Secondly, teachers must pay attention to warm-up activities - Thirdly, students must be well-prepared and well-instructed before they practice speaking English - Fourthly, improving students’ speaking skill while teaching “grammar practice” or “language focus”: The solutions to carry out Developing students’ speaking skill while teaching speaking itself: There are many rules teachers of English must remember while teaching speaking so that they can help students improve their speaking skill 2.1.Firstly, teachers must make sure that students feel safe and confident while they express themselves: skkn In my point of view, the first thing that teachers have to to help students improve their speaking skill is that they have to help them overcome their feelings of shyness and nervousness when practicing English in their class One of the best ways to solve this problem is to put them in 'safe' situations in class where they are inspired and encouraged to manage to use the language from their background Organizing communicative activities in pairs, in groups is also an effective way to serve this aim Working in pairs, in groups, students will feel less anxious when they are 'on show' in front of the whole class together Moreover, pair-work and group-work can help shy students who would never say anything in a whole class activity have the confidence to open their mouths Students can also learn from one another's new ideas so that they will have something to speak in front of the class later Another thing that teachers should remember to help students have confidence in speaking is teachers’ positive correction and feedback Making errors is a natural and unavoidable part of the learning process, but how to correct students’ errors is particularly important Teachers need to provide appropriate feedbacks and corrections, but they ought not to interrupt the flow of communication Teachers should take notes while pairs or groups are talking and address the problems to the class after the activity without embarrassing the student who made the error Teachers can also write the errors on the board and ask who can correct it Teachers should encourage their students to speak whatever they can and focus on what they have got right, not on what they have got wrong Teachers should also help them to develop positive attitudes towards their friends’ errors and to correct themselves Teachers should try to develop for themselves positive strategies of error corrections When students achieve success in oral communication, they will feel confident and secure and they will enjoy learning English Also, they will have confidence to take part in communicative activities later 2.2 Secondly, teachers must pay attention to warm-up activities: Warm-up is also an important part which contributes to the success of a speaking lesson Warm-ups help learners put aside their daily distractions and focus on English Warm-ups also encourage whole-group participation which can build a sense of community within the group and warm-ups can help to arouse students' interest in speaking Teachers should vary warm-up activities to attract students' attention and interest because if they feel excited about their lessons from the beginning, they will make a good contribution to it In order to give students exciting skkn readiness for their speaking lesson, teachers can different things to arouse students’ interest by using various teaching techniques such as brainstorming, word web, chatting, etc Before a new lesson I often motivate my students by chatting to them about the topic of interest, giving them preparation tasks or quick warm-up to get them in the right mood for the new lesson Brainstorming is one of the simplest teaching techniques, but it is one of the most effective kinds of motivation because it takes a short time I can write key words on the blackboard and the class is encouraged to think of ideas, words, phrases associated with them -To start a new lesson, I always create the excitement of stusdents by warming up the speaking lesson When I teach a new lesson, the class was required to predict the topic of the speaking lesson Unit 1: Friendship (English 11-basic) Part B: Speaking (period 2) My students were divided into two teams The first team tried to put as many adjectives describing people’s characters as they could around the key word “CHARACTERS” and the second team tried to the similar thing with the key word “APPEARANCE” When the time allowed was over, the team with more correct words was the winner After that, the class was required to predict the topic of the speaking lesson to help students concentrate on the topic The fact is that they were really interested in their speaking topic “DESCRIBING PEOPLE” skkn BRAINSTORMING quick-witted honest characters humorous Sincere good-natured Tall slim appearance shortish Building-up Fat -Preparing some questions for the students works in pairs or in group -The different questions make students interested and fascinated : skkn *Questions about personality or character: How would you describe yourself ? Can you tell me about your personality? What kind of people you like? What kind of people you hate? Are you a humorous person ? What kind of person are you? What are you like? *Some suggestions for the answers: I would say that I’m/she’s/he’s… Example: I would say he’s quite open-minded Some would say I’m/she’s/he’s …but I think that… Example : Some would say that he’s rather strick but I think he just wants to be in control and it keeps everyone organized Well I think I’m a… Example: I’m a good-natured person I would describe myself/her/him as… Example: I’d describe myself as a problem-solver I guess I’m… Example: I guess I’m pretty patient at work I would like to think that I’m… Example: I’d like to think that I’m very sociabe *Questions about appearance: How would you describe yourself ? What you look like? Can you describe him/her…? How tall/short he is ? Does she/he has oval face ? -Basing the questions ,students practise easily in pairs or in group Unit 8: Celebrations period 43 (Grade 11 bản), I used the technique “word web” in order to warm up the speaking lesson This activity could help my students to guess some celebrations and could help them get ready for the new lesson with more interest skkn Traditional dress Kumquat tree WORD WEB Chung Cake Tet holiday Lucky money Peach blossom Apricot blossom 2.3 Thirdly, students must be well-prepared and well-instructed before they practice speaking English: 2.3.1 Another point that makes it difficult for students to practice speaking English is that their knowledge of the language is poor and they don't have enough ideas to talk about the topic As a result, in order to help students their speaking tasks better, teachers have to provide them with necessary language input and give students clear instructions The following example is given as an illustration This slide is extracted from my power point lesson plan Unit : Writing Period 46 (English 11-basis) Writing a letter of invitation skkn To help my learners write a letter of invitation effectively I will provide vital knowledge to practice the best For example, if you want to invite someone to the party Students will observe some guilines: *What party are you going to organise? *Where and when you intend to organise the party? * How many people you plan to invite and who are they? * What activities will take place at the party? * What food and drink will be served at the party? This necessary language input could make speaking task easier for my students before writing a letter 2.3.2 Role play: Another way of getting students to speak is role-play Students pretend they are in various social contexts and have a variety of social roles In roleplay activities, teachers give learners information such as who they are and what they think or how they feel Unit 8: Celebrations Period 44 Speaking (English 11-basis) The foreigner: I want to know more about Tet holiday Can you help me? You: Sure It’s time when Vienamese people celebrate the beginning of spring It’s also the start of the lunar New Year The foreigner: What spesial dishes or foods are prepared on Tet ? You: Many traditional foods are prepared such as Banh Chung, Mut…so on The foreigner: What activities people usually during Tet ? You:People visit their relatives and friends, they exchange New Year’s wishes Children receive their”lucky money inside red envelopes Many people go to the pagoda to pray a lucky year for themselves and their family 2.3.3Discussions: In a discussion, students may aim to arrive at a conclusion, share ideas about an event, or find solutions Before a discussion, it is essential that the purpose of the discussion activity is set by their teachers In this way, the discussion points are relevant to this purpose In a discussion, teachers can form groups of or students Then each group works on their topic for a given time period and presents their opinions to the class For efficient group discussions, it is always better not to form large groups because quiet students may avoid contributing their ideas in large groups Generally speaking, in class or group discussions, whatever the aim is, students should 10 skkn always be encouraged to ask questions, paraphrase ideas, express supports, check for clarification, and so on Unit 11: Source of energy Period67 Reading To organize reading lesson effectively, I have prepared some pictures refering to resource of energy so that students can discuss about the alternative energy Through speaking activity, students present the benefits of using unlimited energy in reading lesson Working in pairs ask and answer the question What source of enerey does each picture above refer to? (Mỗi tranh đề cập đến nguồn lượng nào?) (Chúng ta cần lượng để làm gì?) What we need enery for? Answer 1.Wind energy (năng lượng gió) 11 skkn 2.Solar energy (năng lượng mặt trời) 3.Water energy (năng lượng nước) We need energy to cook to light to heat or cool the house and to run machines 4.Fourthly, improving students’ speaking skill while teaching “grammar practice” or “language focus”: Mostly, teachers only teach grammar rules and ask students to exercises in a passive way If we observe a Traditional Grammar Teaching class in most of the schools in our district, we may find out that nearly every teacher follows a simple way like this: Firstly, the teacher lists the grammar rules Then, the students learn by heart all the rules and some exercises Lastly, the teacher gives more written exercises such as blank-filling or translation, … This is quite similar to what we called 3P theory: Presentation, Practice and Production These three stages convey different purposes Presentation is to present new language in context so that the meaning is clear, to present the new form in a natural spoken or written text so that students can see its use in discourse, to link the new form to what students already know, to check comprehension, to elicit the form from students where possible and exploit their existing knowledge And when students learn English this way, some of them would have good command of English especially in the examinations, but when they open their mouth, they always find that they can’t get a proper word to express themselves or sometimes when someone points out some mistakes in their speech they can hardly believe that they have made such silly mistakes Most of my students mention that they are quite sure to have learned the corresponding term but they can’t help making mistakes when they talk That is the question which is going to be focused on Nowadays, most of us realize that in order to teach grammar lessons effectively so that students can not only remember grammar rules but also apply the language in communication, we should resourcefully move as quickly as possible from certain pattern drills to oral interaction because each student really likes talking about his or her own ideas and feelings We should give them a reason to use the structure we teach in conversation Let’s look at some examples: A very simple communication task is designed in the GRAMMAR PRACTICE lesson immediately 12 skkn Unit Language Focus period 47 (English 11) A series of questions were raised and my students practiced asking and answering them This activity was a transition to EXERCISE * Setting the situation: Teacher: I have some pens Would you like ones? Student: Of course Teacher: Which one would you like? Student: The red one Teacher: Have a look at these blue ones They are so nice Student: Yes, but I already have one Someone here will need one Why don’t you ask if anyone likes them? Teacher: Good idea I will Basing on the situation, students are easy to comment the usage of one, ones,someone, anyone Unit 1: Friendship Period 6(English 11-basis) Language focus My students were asked to look at the given situation and answer the question orally and comment the usage of “to infinitive” A.Would you like to go to the cinema with me tonight? B.I’d love to but I can’t because there is a lot of work to tonight A.What are you doing tonight exactly? B.I have two exercises to and three letters to reply Remarks: “to infinitive” is used in these sentences to express a purpose IV.THE STUDY RESULTS OF PROBLEMS After a period of time of conducting these solutions, to my expectation, I have gained satisfying results I've found that my students have become more confident and active in their speaking lessons Many of them said that they no longer feel their speaking lessons stressful and too difficult Most of them admitted that their speaking skill has been improved a lot day by day In fact, I usually encourage my students to feel excited and confident in their oral skill; therefore, I usually give them good grades when they their speaking tasks well or quite well and I not discourage them by giving them bad grades when they not fulfill their oral exercises Instead of that, I always give these students positive feedbacks so that they will try their best later However, my students are told that their speaking skill is always assessed during the school year and their constant progress is always positively taken into consideration In addition, their results for the final 13 skkn term oral exams account for 30% of the total results for this language subject * THE SATISTICS OF THIS SCHOOL YEAR: The results of the first term oral exam Kind Object The results of the first term oral exam The results of the second term oral exam excellent good average 20 % 10% 45 % 30 % Weak 35 % 50 % Bad % 10 % % V.CONCLUSIONS AND PROPOSALS: Speaking is an important part of second language learning to any learners The ability to communicate in English clearly and efficiently contributes to great success of the learner in school and to far better success later in his life Therefore, it is essential that language teachers pay great attention to helping students develop their speaking skill rather than leading students to pure memorization Teachers should provide students with a rich environment where meaningful communication takes place while teaching any other skill With this aim, various speaking activities can contribute a great deal to students in developing basic interactive skills necessary for life These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them And remember the English proverb: “If at first you don’t succeed, try, try again” This is suitable theme for teaching and learning of teachers and students This theme can apply to all students but if it is applied to good students , the effect is better Learning English , communication atmosphere is very important If the students can approach the facts, always use what they 14 skkn learn , their communication and knowledge are more and more stable So I personally draw the following experience: “Developing speaking skill effectively in Unit 1, Unit 8, Unit 11 (English 11-Basic) Lesson learned: -I always close to the students so that I can discover their abilities -I need to divive subgroup in a group of students with weaker students, average students, good ones -I need to control the maximum time for a lesson - From reality itself, through theoretical study and learn from colleagues , I have some experience in teaching method In this theme there are defects, these are the issues that I concern much From the fact that I draw the lessons and experiences in order to have the best method in teaching English They are some my above experiences through process of teaching in the last school year 2021-2022 However, due to limit of documents and time, there will be some shortcomings I look forward to receiving sincere advices from leaders and collogues Some proposals: - For school managers, it is necessary to invest more consulted documents for teachers, to have abundant library for students to study documents, to have expenditures to help and encourage teachers - Giving time condition to train weak, bad students; improve excellent and good students In order to that , the theme can be applied widely and give better results - Organizing more special subjects to innovate teaching methods for all teachers of English to attend and they can have themselves the best teaching method At the same time , those special subjects should have concrete teaching period in each grade for us to learn Thank you for your attention to my study The head master’s confirmation Thanh Hoa, May 30th , 2022 I hereby acknowledge that this study is mine The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author: Bùi Thanh Hiền 15 skkn VI REFERENCE BOOKS [1] Textbook 11 (basic program) (Vietnam Education Publishing House) [2] Teacher’s book 11 (basic program) (Vietnam Education Publishing House) [3] English Dictionary – Advanced Learners (The Oxford Dictionary) [4] Phương pháp giảng dạy tiếng Anh trường phổ thông (Nguyễn Hạnh Dung – Vietnam Education Publishing House) [5] Teach English (Adrian Doff) 16 skkn ... chances to practice speaking while learning English So I choose the theme: “ Developing speaking skill effectively in Unit 1 ,Unit 8,Uni11 ( English 11- basic) with the aim to exchange some experiences... stable So I personally draw the following experience: ? ?Developing speaking skill effectively in Unit 1, Unit 8, Unit 11 (English 11- Basic) Lesson learned: -I always close to the students so that... Thanh Hiền 15 skkn VI REFERENCE BOOKS [1] Textbook 11 (basic program) (Vietnam Education Publishing House) [2] Teacher’s book 11 (basic program) (Vietnam Education Publishing House) [3] English Dictionary