Skkn some effective ways to develop speaking skill for the 11th grade students at thuong xuan 2 high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT THƯỜNG XUÂN EXPERIENCE INITIATIVE Some effective ways to develop speaking skill for the 11th grade students at Thuong Xuan high school Người thực hiện: Nguyễn Thị Kim Anh Chức vụ: Giáo viên Đơn vị công tác: Trường THPT Thường Xuân SKKN thuộc môn: Tiếng Anh skkn THANH HOÁ, NĂM 2022 TABLE OF CONTENTS  Part A I II III IV Part B I II III IV Part C CONTENT Introduction Reasons for choosing the research Aims of the research Object of the research Methods of the research Contents Theoretical background The importance of speaking skill The role of the post- parts in each lesson The reality of the problem Measure implement Materials preparation General procedures of post - stage How to improve speaking skill in the post- stage Application Samples of designing effective activities in the postparts of each lesson in English 11 Results Conclusion Reference skkn Page 1 2 3 3 4 5 6 16 18 19 PART A: INTRODUCTION I Reasons for choosing the research Nowadays, English assumes as a more and more important part as a means of international communication than ever It is also a "useful tool" and a "master- key" to discover the world of science, technology, education, culture, business and diplomacy With such a trend of development, therefore, improving the quality of education in general and quality of the subject English in particular is one of the concerns leading the current educational policy Specially, in some recent years, the focus of teaching has been promoting oral skills in order to respond to the Students’ needs for effective communication However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning in particular does not come up to the study aims In spite of teachers’ efforts to provide students with opportunities to develop their communicative skills, how to teach and learn speaking effectively is still a challenging question to both teachers and students at many high schools in Vietnam At Thuong Xuan high school, most students are not aware of the importance of speaking skill It has been proved that some students got into a habit of learning “mute English” which obviously harmful to a language learner Therefore, it is necessary to find a supplementary technique used in teaching speaking Games can help teachers to create contexts in which the language is useful and meaningful Games bring a relaxed atmosphere and create more opportunities for students to practice so they are highly motivating, competitive and fun With games, students will enjoy themselves, be stimulated and get involved in speaking As a result, they can learn new lexical items faster and remember better With so many advantages, games seem to be an effective way in teaching and learning speaking a foreign language Moreover, speaking is one of the most important skills to be developed and enhanced as means of effective communication For English teaching, the question of how to increase communicative competence was and tends to be the most crucial one In Vietnam, there has been a general situation that many students mastering the fine points of English grammar but find themselves at loss when it comes to actually having a conversation with native speakers In other word, like many other Vietnam students, my students don’t have a head for speaking English As a teacher for years, I have been trying hard to find out as many teaching methods as possible to improve my student’s English speaking skkn competence In reality, the only way to develop fluency in speaking is by a huge amount of listening and then practicing Our students need more oral practice so that they can be more confident to speak Therefore, it is necessary that oral tasks be carefully prepared The key to encourage speaking skill in the classroom is creating the proper environment Children should feel relaxed, and social interaction with peers should be encouraged I completely agree that developing speaking skill for students can be done not only in speaking lesson but also in reading, listening, writing or even in language lessons In my experience, the post- stages in each lesson is the position where we can innovate useful activities for summarizing the whole topic and developing speaking skill as well With a view to increasing students’ talk time and enhancing their speaking competence fluently, naturally and accurately, I have studied for years to find out the most suitable teaching methods Especially, designing the post - stages in the lessons plays an integral role in the success of the whole lesson Therefore, I have applied a variety of encouraging activities to my lectures such as: role play, interview, dictogloss… Having applied for years successfully, I decided to choose the topic: Some effective ways to develop speaking skill for 11 th students at Thuong Xuan high school for my experienced innovation In this study, there are exciting and useful activities of developing speaking skill in post- parts in some unit of English 11 Of course, this study can’t be perfect in limited time Therefore, I hope that the colleagues’ contribution will make it more perfectly II Aims of the research The aims of this study are: - To give out a brief overview on post - stages created by designing encouraging activities to improve oral practice effectively - To discuss the best way to teach the post - stages English 11 - To give some lecture samples to teach the post - stages in English 11 III Object of the research The research focuses specifically on using games in warm up activity in teaching speaking to the 11th graders at Thuong Xuan high school, namely, classes 11B3 and 11B6 IV Methods of the research - Draw from experience of my teaching - Consult many documents ,especially methods of study - Study colleagues’ experience In the process of carrying out this research, the survey questionnaire is used to collect data The survey questionnaire including pre-task and post-task skkn survey questionnaire is for 80 11th form students from classes 11B3 and 11B6 at Thuong Xuan high school PART B: CONTENT I Theoretical background The importance of speaking skill Language is a tool for communication We communicate with others, to express our ideas, and to know others’ ideas as well Communication takes place, where there is speech Without speech we cannot communicate with one another The importance of speaking skills , hence is enormous for the learners of any language Without speech, a language is reduced to a mere script The use of language is an activity which takes place within the confines of our community We use language in a variety of situations The role of post - stage in each lesson This stage is like the follow – up stage After students have practiced the target skill in the white – stage, they an extension activity This helps students take the information or whatever they have produced in the white – stage, and something meaningful with it This stage is usually an “information transfer” production – type exercise where students respond to what they have just learnt Tasks usually involve the productive skills The importance is that we have to definite exactly what activities we can use in the post – stage and who does most of the work In conclusion, in the Presentation – Practice – Production framework of teaching language, games can be used provided that they can be either for practicing specific language items or skills or for more communicative language production II The reality of the problem The research was carried out at Thuong Xuan high school with the participation of 80 the 11th form students All of the surveyed students have learned English for years However, most of them have difficulties in mastering four language skills Of the four skills, as many of them revealed, they find speaking especially important yet challenging one That was the reason why most of the students feel bored and unmotivated in speaking classes English 11 textbook consists of 16 units for two terms Speaking lessons are under the tendency theme-based approaches In general, the textbook provides students with a variety of topics and speaking activities with the aim of helping students improve their speaking skill However, there are some speaking topics that are far unfamiliar with the students’ background knowledge such as nature in danger (unit 10), sources of energy (unit 11), space conquest (unit 15), the wonders of the world (unit 16),… skkn The survey questionnaire used for 80 students from classes 11B3 and 11B6 at Thuong Xuan high school Table 1: Students’ attitudes and perspectives towards speaking lessons Options A B C D Questions (%) (%) (%) (%) Question 1: How is speaking skill important to you? 17 25 50 A Very important B Important C Normal D Not important at all Question 2: How you find speaking topics introduced in 10 21 23 46 English 11 textbook? A Very interesting B Interesting C Normal D Boring Question 3: How you find speaking activities introduced 62 27 11 in English 11 textbook? A Very difficult B Difficult C Normal D Easy Question 4: Are you willing to speak in speaking classes? 28 71 A Yes, I like speaking very much B Yes, sometimes C No, I’m never willing to speak As can be seen clearly from the table 1, a lot of the surveyed students think that speaking is the most difficult skill meanwhile there are only % consider speaking very important More specifically, 46 % find speaking topics introduced in English 11 textbook boring and 62% find speaking activities introduced in English 11 textbook very difficult Moreover, there are so many students who are never willing to speak in speaking classes (71%) In summary, the students are losing their interest during the lesson Therefore, an effective technique should be exploited to motivate students in these speaking lessons III Measure implementation: Material preparation In order to use game created by information technology effectively, teachers have to prepare carefully the following things before teaching: skkn - Lesson plan - Textbook - Computer - Projector - Speaker or cassette - Other visual aids General procedures of post stage It is really necessary for teachers to pay attention to the following procedures before starting the post - stage because they are important factors to help their activities successfully: - Asking students for interest - Introducing the activities - Telling types of activities (individual, pairwork, groupwork or teamwork) - Giving instructions and setting the rules - Modeling - Checking understanding to get feedback from students - Shouting "start'' - Setting up time - Monitoring the activity - Evaluating and declaring the excellent participants How to improve speaking skill in the post- stage As you know that, making students speak more English in the classroom is not only a matter of "forcing" them to speak This demands good preparation of proper material and implementation must be progressive and systematic which demands more teacher's workload Many people argue that post – stage is not so necessary as other parts However, from my point of view, it is an essential stage to design various activities for students to develop their speaking skill because after getting information, students find it easy to produce their language And it is important that teacher create the best environment and chance for students to practice speaking English naturally and effectively Below are some of my effective activities to give students opportunities to improve their speaking skill: 3.1 Role play Students dramatize the content of text, taking the roles of the characters in the store they have just studied The teacher organizes the role - play by putting all the same roles together, eliciting and then letting them practice what they will say, then cross-grouping so that each new group has one of each of different characters 3.2 Recall the story skkn Students re-tell the story in the content of the text in their own words The teacher can help them by doing a mini drill first, usually using the same pictures or simplified statements that were used for predicting in the pre -stage task or ordering or selecting in the while - stage task Students practice speaking in pairs or groups The re-telling with a picture can also be done as a chain story 3.3 Dictogloss Teachers give out some key words or phrases related to the lesson text Students have to rearrange the words and phrases following the order of the text Then they reconstruct their stories in their own words using the words or phrases as cues Then, students practice speaking in groups, pairs or individually 3.4 Further practice The teachers choose a topic related to the topic of the lesson, usually a topic personalized to the students and designs a production activity for the students to For example, after doing the grids, they will describe other classmates; or students can recount similar stories to the lesson text - things that have happened to them personally 3.5 Discussion In this activity, teachers have students work in groups to discuss some questions about the topic related to the lesson After that, some students will make their presentation in front of the class 3.6 Summary In order to summarize the lesson, there are a lot of suggestions for students to improve their speaking skill easily such as: summarizing the content of the lesson through describing pictures, information tables, charts, cues, mind mappings… 3.7 Interview In this activity, teachers have students work in pairs to make an interview by using questions given out This is good chance for students to improve their interaction with their teachers and partners Application: On carrying out the study, I used some methods such as: Analytic method, Collecting method, Experimental method, Statistical method, Audio-lingual method, Grammar translation method, Direct method And a common way to be used is PPP approach Samples of using variety of effective activities in post –stage in English 11 to develop students’ speaking skill Unit Friendship – Part B: speaking Role-play: Teacher asks students to work in pairs to play the role of a journalist and an interview whose friend has won the first international prize in Maths skkn b Journalist: You are interviewing a person whose best friend has won the first international prize in Maths Use the questions below as help Interview: You have a friend who has won the first international prize in Maths You are being interviewed by a journalist about him /her Questions for interview: - What is his/her name ? - Where and when was he born ? - What is he/she like ? - What does he/she look like ? - What are his/her hobbies ? - What made him/her successful in maths ? - What you often with your friend? - Which characters you share in common? c e d f gives comments on what students have reported Unit personal experience – Part A: Reading Mine the story: In this activity, teacher asks students to work in groups of three to play the parts of the narrator, the father and the daughter: the narrator tells the story, the father and the daughter mime the story Teacher goes round to give help then calls some groups to act out the story in front of the class Finally, teacher analyzes and gives comments Unit A party – Part B: speaking Describing chart: Teacher shows the chart related to the content of the lesson, asks students to think of plans being necessary for a party skkn Where Home / restaurant Dressing Who to invite When Date & time Planning a party Budget How much food Cook / order Budget How much Entertainment Decorations DATE & TIME ( on March 8th From 4pm to 6p.m) Color balloons / flowers DRESS ( …… ) food Cook / order ENTERTAINMENT (………) FOOD & DRINK (… …) PLACE (at our class) BUDGET (500, 000VND) Music / games DECORATION (…… ) birthday PARTY GUESTS (friends and classmates….) Then, students have to work in pairs to make plans for the party Teacher moves around the class to give help When the time for preparation is over, teacher invites some pairs to present their conversation in front of the class Unit Volunteer work – Part B: Speaking Role play: GUESTS (friends and classmates….) DRESS ( …… ) skkn In this part, teacher gives out a situation in which an old invalid man are having problem with a bad student who is really addicted to computer game The bad boy is run out of money now, so he wants to rob the invalid man’s money to play game At that time, some volunteer students appear, help the man get his money and awaken the bad student to volunteer work rather than being absorbed in useless games Teacher asks students to work in groups of or to rehearse the play One is in the old invalid man, one is in the bad students and the others are volunteer students Teacher can help students talk about volunteer activities easily while rehearsing play by giving some pictures: Unit Competition – Part B: Speaking Game show: Teacher prepares a set of general knowledge questions (about 10 questions) What does water consist of ? What language all airline pilots need to speak ? How many sides does a cube have ? Which of these elements you need for something to burn ? How many teeth does an average adult have ? What mammal lives the longest ? Where is the smallest bone in the human body ? What is the red planet ? What sense is the most closely linked to memory ? 10 In what month the earth is nearest to the sun ? Teacher delivers handouts, asks students to listen and read out the answer of each question Give one mark for each correct answer The group who has more correct answers will be the winner Finally, teacher declares the winning group Handout: a b c Hydrogen & oxygen Hydrogen & calcium Hydrogen & nitrogen French Spanish English Four Six Eight skkn oxygen Hydrogen gasoline 32 34 30 The elephant The whale man In the foot In the hand In the ear Jupiter Venus Mars sigh smell Hearing 10 June January December Unit World population – Part A: Reading Discussion: Teacher has students work in groups, asks them discuss about five world largest countries in population Discuss with your partner and find out five world largest countries in population Say where they are and which is the richest and which is the poorest country Indonesia Russia Europe India China Asia Latin America The USA Teacher goes round to give help then calls some students to make the summary in front of the class Finally, teacher analizes and gives comments Unit Celebration – Part A: Reading Picture description: Firstly, teacher asks students to think of what they will introduce to foreigners about Tet holiday when they have chance to talk to them skkn Teacher shows some images and has students work in groups to talk about Tet holiday Teacher goes round to give help then calls some students to make the summary in front of the class Finally, teacher analyzes and gives comments Preparation for tet: Food at Tet holiday: Activities at Tet holiday: Unit Celebration – Part C: Listening Speak –it – up: Teacher asks students to work in groups of four From the notes from the table, have students make a comparison between the Vietnamese New Year and the Japanese one Teacher goes round to give help then calls some students to make the comparison in front of the class Finally, teacher analizes and gives comments skkn Activities Preparations Japan begin a few days before the New Year Foods and clothes Vietnam begin many days before the New Year begin a few days before traditional foods, dress, the New Year ao dai, suits, no kimonos Activities on New clean up, pine trees, clean up, peach/apricot Year’s Eve watch the national flowers, watch TV singing contest on TV, People to celebrate is celebrated among is celebrated with with family only every family / relatives Unit Post office – Part A: Reading Speak-it-up: Teacher gives students some cues and ask them to make sentences about Thanh Ba post office Write the cues on the board Cue 1: advanced technology Student: Thanh Ba post office is equipped with advanced technology Cue 2: staff Student: Their staff is well trained, thoughtful and courteous Cue 3: mail and parcel device Student: They provide good mail and parcel service Cue 4: Express money transfer Student: They will sent your money in less than 24 hours Cue 5: phone call and faxes Student: they have original telephone call service and messenger call service as well as fax transmission Cue 6: press distribution Student: They have newspaper or magazine delivery service Teacher asks some students to repeat after each answer Then tell the rest of the class what they know about Thanh Ba post office using the cues on the board Teacher should encourage students by giving them good marks Unit 10 Nature in danger – Part A: Reading Reporting the video: In this part, teacher lets students work in two teams Tell them that they are going to watch a video of the song “ The Earth Song” by Michael Jackson skkn Then, teacher asks students to try to remember the events happening in the scenes of the video then talk about them when the video finishes Teacher can give out some guiding questions such as: - Who is the singer ? - What is the song about ? - How are people, plants, animals described in the videoclip ? - What is your feeling after listening to the song ? - … Unit 12 The Asian games – Part B: Speaking Find someone who…: Teacher delivers the handouts to each student Ask students to move around, asking the questions in the handout of Find someone who table If someone says yes, ask some more details and write his or her name Tell students not to write the same name for different questions Ask some students to report their work in front of the class Handout: Find SO who … Name Details Hate sports ? What sport ? why ? Plays sport everyday ? How often ? Has ever won a sport competition ? When ? Has his/her favourite sport idol ? Who ? Has never watched sports on TV? Why ? Has never missed a football match on Favourite team ? TV ? Watches the Asian Games very often ? Which game/ like best ? Prefers Sea Games to Asian Games ? Why? Unit 13 Hobbies – Part C: Listening Dictogloss: In this activity, teacher asks students listen once more time and rearrange the following phrases in order they hear skkn - When he was a little boy - His hobby is reading - Learn about tiger without going in to jungle - Cope with living better - Avoid catching disease - Learn about so many things : wonders of the world , space, gigantic whales… Then, base on these phrases ask a student to summerise the listening lesson by their own words Teacher goes round to give help then calls some students to make the summary in front of the class Finally, teacher analizes and gives comments Unit 15 Space conquest – Part A: Reading Chart description: Teacher shows some pictures about Yuri Gagarin and asks students to complete the following sentence base on the pictures Teacher goes round to give help then calls some students to complete the sentences in front of the class Then, teacher gives feedback Yu ri - Yuri Gagarin/ Soviet cosmonaut G Yuri Gagarin is a Soviet cosmonaut ag ari th - The Vostok /lift off/ 12 April, 1961/ bring Gagarin into nspace Vostok The Vostok lifted off on 12th April, 1961 to bring Gagarin into space - The flight / last/ 108 minutes The flight lasted 108 minutes - He/ the first person / eat and drink / weightlessness /when 1/he /27 years old  He was the first person to eat and drink in weightlessness: when he was 27 years old - He / turn back/ the earth /safe /make / him a hero :  He turned back the earth safely, which makes him a hero0 - He/ die/ 1968/ a plane crash  He died in 1968 in a plane crash After completing the sentences, students have to look at the following chart to summarize the content of reading text Teacher gives comments and scores to encourage students’ effort skkn Yuri Gagarin Yuri Gagarin Vostok1 Eat & drink in space A plane crash 1968 1961 Be national hero 01:48:00 Land safely Unit 16 Space conquest – Part A: Reading Discussion: Teacher shows some pictures of the wonders of the world Ask students to work in groups of four, discuss the following questions: - What are the names of these wonders ? - Where are they ? skkn - What you know about them ? - Which one you like best ? Why ? Christ the Redeemer in Brazil Great Wall of China Colosseum in Italy Taj Mahal in India IV Results After applying the above language games in warm up activities in speaking classes for the 11th graders, I realized that there have been some considerable changes such as: + The atmosphere of the class became more ebullient; the students were eager to practicing speaking and active to contribute their ideas to the lesson + The students were more confident and less afraid of making mistakes The progress of the students can be seen through the following tables comparing the data collected from the survey questionnaire before and after applying this experience initiative: Table 2: Questions Options A B C D (%) (%) (%) (%) Question 1: How is speaking skill important to you? Before 17 25 50 A Very important B Important skkn C Normal D Not important at all Question 2: How you find speaking topics introduced in English 11 textbook? A Very interesting B Interesting C Normal D Boring Question 3: How you find speaking activities introduced in English 11 textbook? A Very difficult B Difficult C Normal D Easy Question 4: Are you willing to speak in speaking classes? A Yes, I like speaking very much B Yes, sometimes C No, I’m never willing to speak After 53 29 11 Before 10 21 23 46 After 21 45 26 62 27 11 After 24 19 45 12 Before 28 71 After 13 62 25 Before PART C: CONCLUSION AND SUGGESTION I Conclusion In conclusion, learning English through the encouraging activities in post-stages is one effective and interesting way that can be applied in any classrooms The results of my research suggest these encouraging activities be used not only for more fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative competence Furthermore, by applying the encouraging activities in post-stage to teach English, I want to help student speaking English better And of course, the encouraging activities in post-stage are much more convenient and interesting than tasks in the text book Not only can we apply the encouraging activities in post-stages to teach English 11 but we also can use them to teach English in any classrooms, even for English 10,12 Finally, I hope my research with samples lectures from Unit to Unit 16 of English 11 will become useful reference materials for teachers And I also hope to be consulted to make my study more perfectly II Suggestions Although the research has accomplished the objectives set at the beginning, it can not avoid some limitations Due to the time is short; limit of knowledge and the scope of the research, the research can not cover all the uses of language games in four skills and language elements Therefore, further study can focus on the use of language skkn games as a motivator in reading classes, writing classes, listening classes and language games as an effective technique to teach vocabulary and grammar Obviously, mistakes are unavoidable, all comments and remarks on this research will be highly appreciated XÁC NHẬN Thường Xuân, ngày 06 tháng năm 2022 CỦA THỦ TRƯỞNG ĐƠN VỊ Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Người viết REFERENCES Tiếng Anh 11 Nhà xuất giáo dục Giới thiệu giáo án Tiếng anh 11 Nguyễn Hải Châu, Vũ Thị Lợi, Trần Lê Thúy Hằng, Đồng Thị Yến Trang Sách Giáo viên Tiếng anh 11 Nhà xuất giáo dục Dạy học theo chuẩn kiến thức kĩ 11 Vũ Thị Lợi, Hoàng Thị Xuân Hoa, Nguyễn Thu Hà, Nguyễn Huyền Minh Lee, S K (1995, January-March) Creative games for the language class http://exchanges.state.gov/forum/vols/vol33/no1/P35.htm Lee, W R (1979) Language teaching games and contests Oxford: Oxford University Press Rixon, S (1981) How to use games in language teaching London: Macmillan Thiagarajan, S (1999) Teamwork and teamplay: Games and activities for building and training teams San Francisco: Jossey-Bass Wright, A., Betteridge, D., & Buckby, M (2005) Games for language learning (3rd ed.) New York: Cambridge University Press skkn Phụ lục Table 1: Students’ attitudes and perspectives towards speaking lessons Options A B C D Questions (%) (%) (%) (%) Question 1: How is speaking skill important to you? A Very important B Important C Normal D Not important at all Question 2: How you find speaking topics introduced in English 11 textbook? A Very interesting B Interesting C Normal D Boring Question 3: How you find speaking activities introduced in English 11 textbook? A Very difficult B Difficult C Normal D Easy Question 4: Are you willing to speak in speaking classes? A Yes, I like speaking very much B Yes, sometimes C No, I’m never willing to speak skkn Table 2: Questions Options Question 1: How is speaking skill important to you? A Very important B Important C Normal D Not important at all Question 2: How you find speaking topics introduced in English 11 textbook? A Very interesting B Interesting C Normal D Boring Question 3: How you find speaking activities introduced in English 11 textbook? A Very difficult B Difficult C Normal D Easy Question 4: Are you willing to speak in speaking classes? A Yes, I like speaking very much B Yes, sometimes C No, I’m never willing to speak skkn Before After Before After Before After Before After A (%) B (%) C (%) D (%) DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD VÀ ĐT, CẤP SỞ GD VÀ ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Kim Anh Chức vụ: Giáo viên Đơn vị công tác: Trường THPT Thường Xuân STT Tên đề tài SKKN Một số phương pháp giúp học sinh THPT phát âm chuẩn Tiếng Anh Kết đánh Cấp đánh giá xếp giá xếp loại loại(phòng,sở,tỉnh…) (A,B C) Sở skkn C Năm học đánh giá xếp loại 2012-2013 skkn ... teacher asks students to work in groups of three to play the parts of the narrator, the father and the daughter: the narrator tells the story, the father and the daughter mime the story Teacher... successfully, I decided to choose the topic: Some effective ways to develop speaking skill for 11 th students at Thuong Xuan high school for my experienced innovation In this study, there are exciting and... items or skills or for more communicative language production II The reality of the problem The research was carried out at Thuong Xuan high school with the participation of 80 the 11th form students