A 1 Order CONTENT PAGE 1 Content 1 2 1 INTRODUCTION 2 3 1 1 Reasons for choosing the study 2 4 1 2 The aims of study 2 5 1 3 The subjects of study 3 6 1 4 The methods of study 3 7 2 CONTENT 3 8 2 1 Ra[.]
1 Order CONTENT PAGE Content 1.INTRODUCTION 1.1 Reasons for choosing the study 1.2 The aims of study 1.3 The subjects of study 1.4 The methods of study CONTENT 2.1 Rationale of theory 2.2 The reality of the study 10 2.3 Problem solutions 11 a Help students overcome their shyness and nervousness 12 b Clear goals and instructions 13 c Pay much attention to warm –up activities 14 d Reduce levels of difficulty 15 e Find relevant topics 10 16 2.4 The results in researching the reality 11 17 3.CONCLUSION AND RECOMMENDATIONS 12 18 3.1 Conclusion 12 19 3.2 rECOMMENDATIONS 20 REFFERENCES 13 21 NAMES OF EXPERIENCE INITATIVE 14 skkn INTRODUCTION 1.1 Reasons for choosing the study Our country is now a developing one Its economy is undergoing rapid change as its moves from non-market socialism to a market economy with a socialist orientation Therefore, communicating with people from other countries is necessary English has become an important communication tool for us to easily integrate into the world The teaching of English has been improved in method of the communicative, leaner –centered approach which is adaptable to give students many opportunities to communicate in English In fact, at many schools in Viet Nam, the teaching of English has not really developed students’ ability, activeness and motivation Therefore, helping students to speak English fluently in class is important I choose the theme “The ways to motivate students in practicing speaking English ” to present my personal experience 1.2 The aims of study: English has been learned everywhere recently But how the students learn English and use English as a means of communication? There is also the concern of industry and education of all teachers to teach English All four skills of listening, speaking, reading and writing are concerned and have been incorporated into the exercises and classroom activities In the four skills, speaking is usually the poorest for the students of learning English in Viet Nam It results from lack of speaking practice, but students, especially mountainous students tend to be reluctant to speaking English in class as well as after class It is important for teachers to encourage and motivate them to speak English, especially in class In fact, to get good speaking skills, the language learning process must be practiced regularly with the different form and content… From my experience, I have chosen the theme: "The ways to motivate students in practicing speaking English ” 1.3 The subjects of study After twenty - three teaching years, what I have realized is that a large number of students are afraid of learning to speak English and say that it is difficult for them to be good at this skill Moreover, there is not a real language environment for them to practice it every day In addition to this, speaking skill is not always included in the exam They only learn for the exam, not for the communication Some teachers also lack of putting real interest in their lessons According to a recent survey, more than 70% of the students reported that they are worried about their speaking skill They said that they could hardly make a simple conversation in English or express what they thought Therefore, if students not learn how to speak or not any opportunities to speak in the classroom, they may soon get de-motivated and lose interest in learning Because of these above situations, my theme tends to deal with how to improve the skkn efficiency of teaching speaking skill for students in my secondary school through some personal experiences 1.4 The methods of study - My real teaching at my school - Surveys -Document research - Discussion THE CONTENT 2.1Rationale of theory Nowadays, English is playing an essential role in developing society as well as economy of the world People use it in work, study, and entertainment According to statistics from December 24th, 2013 of the General Statistics Office, there are more than 7.5 million foreign people who visited and worked in Viet Nam Teaching English is not only a tendency but also a responsibility of each teacher of English Students learn English by communicating approach which has been popular, therefore, motivating students to practice speaking English is one of the most necessary parts of teaching English 2.2.The reality of the study Now I am teaching at a secondary school in my district It is one of the best schools, however, most of the students said that they are not confident in speaking English Many of them have gone to English speaking club, but the results are not as good as they expected Students lack of language environment, they can’t practice what they have learnt In addition to this, my district is a mountainous region, the economic conditions are poor, so the students not have many chances to get access to the world Another factor is that many parents not really care about their sons’ or daughters’ English learning They are believed that students need to study well enough for their written exam They also said that learning speaking English is really necessary at university I made a survey to find out the ability to speak English in class 6D1, 6D2 According to the survey, I gained the following results: Number class of students 6D1 38 6D2 36 mediu m SL % SL % SL % 10,5 11 29 14 36,8 5,6 16,7 17 47,2 good fair poor fail SL % 15,7 19,4 SL % 11,1 2.3 Problem solutions a Help students overcome their shyness and nervousness During the years of my teaching English in a secondary school, I have tried to build a language speaking environment, adopt many ways and encourage students to open their mouths to speak and they made a lot of progress in speaking English skkn Generally speaking, there are two factors to affect students' speaking English in class One is they fail to find suitable words to express themselves and the other is they are afraid of making mistakes Sometimes they make mistakes when they are speaking because they are shy and nervous. Therefore a good environment helps the students to speak actively and correctly. On the one hand, I try to ease my students and remove their nervousness, fear and anxiety with encouraging words and on the other I have tried these ways to build a free and lighted-hearted environment I try to arrange the seats of my classroom in a circle or in groups with the students facing each other not in rows and lines 2 Let the students speak English sitting in their seats not standing They will not feel uneasy this way 3 At first stage, I allow the students to play their tape recording they have prepared for a certain topic beforehand Let students talk in the sound lab or on telephone without seeing each other Try to divide the students into pairs and groups according to the different topics, if you can and also you can let them prepare their "opinion", and then have a group spokesman deliver the opinion Set a day for no native language spoken Students prepare a certain number of cards and they can write down those words or expressions, which they cannot convey in English if they have Later on we discuss those words and expressions in class Let the class have 5-10 minutes free talk at the beginning of every class Students can talk about any interesting events, news or stories they have read, listened and watched recently Let students have an English class out of classroom with such activities as a class barbecue, picnic and party Build an English corner at the school and let students talk freely with those who are interested in learning English It is essential to try to build an atmosphere where the students no longer feel shy, where they will voluntarily raise their hands to ask a question and where they will freely voice their own opinions The teachers should remember to help students have confidence in speaking despite the fact that they are making mistakes However, feedbacks and corrections are necessary The teachers shouldn’t interrupt the flow of communication They can take notes while pairs or groups, then correct or ask other students to correct The teachers also need to help students have positive attitude toward the friends’ errors The students should be encouraged even if they make mistakes while speaking b Clear goals and instructions Students need to know exactly HOW an activity is done, otherwise they will be out of control when the activity starts If necessary, write the instructions skkn on the board Or model the activity with one of your best students so everyone can see what they need to For instance, for period 66 (Unit Movies -English P.56), when being asked to talk about the movies which the students have ever seen, I provided them some suggested ideas: + Type of film + Actors/Actress + The plot (story) + Review Besides, I also gave the students some questions to ask about the film + What kind of film is it? +Who does it star? +What is it about? + What have critics said about it? With these instructions, students know how to write the film, prepare the information before talking in front of the class Students also need to know WHY an activity is being done Without understanding WHY, many students think an activity is not important and give up or practice half- heartedly Be sure to include goals and instructions That way help students remember to them c Pay much attention to warm –up activities Warm-up plays an important part in the success of the lesson 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 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 skkn 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 I have taught my grade students English as a selective subject since the beginning of this school year The following slide was designed on my power point lesson plan for one speaking lesson (Grade selective subject ) My students were divided into two teams The first team tried to put as many means of transport as they could around the key word “MEANS OF TRANSPORT” and the second team tried to find traffic problems with the key word “TRAFFIC PROBLEMS ” 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 The fact is that they were really interested in their speaking topic “TRAFFIC PROBLEMS IN YOUR BEN SUNG TOWN” The possible answer key for the warm-up activity For Period 44 , I divided the class into three teams The first team tried to put as many kinds of clothing as they could around the key word “CLOTHING” and the second team tried to find color of clothing with the key word “COLORS”, the third team tried to find size of clothing with the key word “ SIZE” 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 skkn 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 The fact is that they were really interested in their speaking topic “ SCHOOL UNIFORM ” Students can look at the pictures and work in pairs about kinds of the houses in the future ( Unit 9) skkn d Reduce levels of difficulty Students already have less confidence when it comes down to a difficult topic There are too much challenging task, the learners feel too much pressure and tense Perhaps, they not want to be cooperative Therefore, the teachers reduce the levels slightly at the beginning, the students will feel less pressure and they will be more motivated to speak The teacher can reduce the levels of difficulty by making easy questions for students to understand it For example, when asking students talk about the topic “ your home village”, the teacher should give them some suggested questions: + Where is your home village? + How far is it from your house to the city? + How you get there? +How people for their living? The teacher guides students the way to answer Basing on the questions, students can write about their home village on their own words, and then present in front of the class Moreover, if we teach weak students, we should ask them short and easy questions as much as possible to be sure that they also understanding what they have learnt Therefore, they are confident to talk about the topics they are asked For period ( Unit 1: home) I ask students to work in pairs I explain that If you see tick “ V” in the picture, You will answer “ YES” and You will answer “ NO” if you see “x” in the picture Them , I first Ex: T: Do you live in an apartment? S:Yes, I skkn After that , I underlined “an apartment” and ask students to replace Or period ( UNIT 1) I ask the students to survey about the housework that the members of the family The class is divided into three groups They tick ( V) in the table After aking and anwering the following the model: T: What housework does your mother? S: My mother does the laundry the dishes the clean make dinner/ Do the Do you shopping the lunch/ laundry anything kitchen breakfast alse? My family ’s family ’s family e Find relevant topics: Students will be more motivated to speak about something that they care about Tap into students’ passion by having classroom debates and discussing current topics so that students have a lot to say Did something important happen in the world this week? Then talk about it in English Is there a new song or movie that everyone is talking about? skkn 10 The teacher also asks students to write down a few themes that they would be interested in speaking about and then build an activity based on those When students have something important to say, they find a way to say it in any language For Period 27 ( Unit 3), I used the technique “word web” in order to warm up the speaking lesson This activity could help my students revise the describing characters preparation they had learned and could help them get ready for the new lesson with more interest The possible answer key for the warm-up activity Next, these pictures were shown so as to elicit the topic of the speaking lesson and my students could easily find out that the speaking topic was “Food and Drink” skkn 11 Basic on above, look at these pictures my students could easily find out that the speaking topic was “ Natural Disasters” skkn 12 f Hold games in the class as much as possible skkn 13 Students love games Games play an important roles in motivating students Games create an exciting atmosphere for all of the students to take part in I try to choose these games to have students practise a) Twenty questions: One student has a word or some expressions in his mind Other students guess the word by asking only general questions and alternative questions The student answers them only with "yes" or " no" If the students can guess the word or the expression in less than twenty questions, they win, otherwise they lose b) Taboo word description: One student thinks of a certain word in his mind and describe it without mention some words which have something to with the word For example, the word "book", you cannot mention the words: book, letter and paper Another student acts as a judge Other students listen If the student mentions those taboo words, he will lose c) Listen and guess: One student writes a word or a sentence or a job on the blackboard and the other student describes it with gestures but without mentioning the word itself Other students sit without facing the blackboard and guess the word by the student's description d) Repeat and add: First, one student says a sentence of an improvised story The next student repeats the sentence and adds another one Then next student repeats the sentences and adds one more sentence This will go on and see who will repeat without missing the sentences they have said Finally this will make a funny story The student who can say the story fully will win e) Speaking and guessing: First choose four students to come to the front or in the middle of the circle with their hands over their ears to prevent them from hearing anything and then show other students an expression or a sentence without letting the four students see it Finally the students try to tell the four students the meaning of the word or expression that they saw with gestures The student who guesses right or close right will win f) Right or wrong: First ask students to come to the front and other students ask them some alternative questions or tag questions concerning knowledge, such as, geography, history, music and arts, then the four students try to answer them The student who answer the biggest number of the questions correctly will win Teachers should invent more ways to let students practise This will arouse their interest to speak and help them more easily to master this skill These are some games which I always teach in speaking period Have students listen The drag and drop the pictures in to the boxes skkn 14 For example Unit : Have students play “ LUCKY NUMBERS” - Option Lucky number (Teacher - Ss) - Lucky Numbers: (Group work) - Write 10 numbers on the board from to 10 - Tell Ss that each number is for a question but of them are lucky number For a lucky number, Ss will get marks without answering any questions For other numbers, Ss have to answer the questions If their answer is correct, that team will get two points; if it is incorrect, the other team will answer and gets only one point for their answer => T: Say the definitions of kinds of movies * Possible questions: a movie that makes the audience laugh a movie that features cartoon characters Lucky number a movie that usually features lots of stunts and fighting a movie that is set in the future, often featuring science Lucky number Lucky number a movie in which strange and frighting things happen a movie which combines comedy with a love story 10 Lucky number skkn 15 Period 75 ( Unit 7) Memory game: What and Where - Write the words on the board, put each word in a circle - Ask Ss to chorally say the words - Rub out the word one by one - When all the circles are empty, ask Ss to say the words again; make sure the Ss can remember the words in association with the circles - Call some Ss to go on the board and write the words in correct circles again - Ask Ss to fill in the blanks with the opposite adjectives - Give feedback skkn 16 For instance period 86 ( Unit 9) Get the class to remember the new words that they had learnt by unscrambling the words and phrases into the meaning words 2.4 The results in researching the reality skkn 17 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 I have gained the below results class 6D1 6D2 Number of students 38 36 mediu m SL % SL % SL % 10 23,3 15 39,5 13 47,2 16,7 11 30,6 19 52,7 good fair poor SL 0 fail % 0 SL 0 % 0 CONCLUSION AND RECOMMENDATIONS: 3.1.Conclusion: 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” 3.2 Recommendations: + Recommendations to the education and training committee division and my school: - I recommend that the education and training committee division hold more sample teaching lessons, using various useful teaching techniques in an artistic way in order to attract students’ enthusiasm in communication tasks -I suggest that the managing board of my school buy more and more materials of methodology for the teachers of the school As a result, the teachers should have a better chance to develop their job skkn 18 + Recommendations to other teachers: - Indeed, I know that I am not really full of experience in teaching because the number of years I have involved in this job is still far smaller than many of my colleagues Therefore, I would need useful comments and supplements from experienced teachers so that my initiative ideas would be much better Sincerely! Ben Sung, April 6th 2022 The headmaster’s identification: …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… ……………… I certify that the minor thesis entitled “ The ways to motivate students in practicing speaking English” is the result of my own work and that the minor thesis or any part of the same not been submitted to any university or institution Tran Thi Hoa skkn ... 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. .. that the minor thesis entitled “ The ways to motivate students in practicing speaking English? ?? is the result of my own work and that the minor thesis or any part of the same not been submitted to. .. university I made a survey to find out the ability to speak English in class 6D1, 6D2 According to the survey, I gained the following results: Number class of students 6D1 38 6D2 36 mediu m SL % SL %