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1 SỞ GIÁO DỤC VÀ ĐÀO TẠO YÊN BÁI TRƯỜNG THPT CHUYÊN NGUYỄN TẤT THÀNH BÁO CÁO SÁNG KIẾN CẤP CƠ SỞ IMPROVING LANGUAGE USE IN SPEAKING TEST IN NATIONAL ENGLISH COMPETITIONS FOR GIFTED STUDENTS Tác gi[.]
SỞ GIÁO DỤC VÀ ĐÀO TẠO YÊN BÁI TRƯỜNG THPT CHUYÊN NGUYỄN TẤT THÀNH - - BÁO CÁO SÁNG KIẾN CẤP CƠ SỞ IMPROVING LANGUAGE USE IN SPEAKING TEST IN NATIONAL ENGLISH COMPETITIONS FOR GIFTED STUDENTS Tác giả: Hồng Thị Thu Hiền Trình độ chuyên môn: Đại học Đơn vị công tác:Tổ Tiếng Anh Trường THPT Chuyên Nguyễn Tất Thành Yên Bái, ngày 10 tháng 01 năm 2022 CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc ĐƠN U CẦU CƠNG NHẬN SÁNG KIẾN Kính gửi1: Sở Giáo Dục Đào Tạo tỉnh Yên Bái Tôi (chúng tôi) ghi tên đây: Số TT Họ tên Ngày Nơi công tháng tác (hoặc năm nơi thường sinh trú) Hoàng Thị Thu Hiền 04 – 03 – 1983 Chức danh Trường THPT Giáo Chuyên Nguyễn Tất viên Thành Trình độ chun mơn Tỷ lệ (%) đóng góp vào việc tạo sáng kiến (ghi rõ đồng tác giả (nếu có) Đại học 100% Là tác giả đề nghị xét công nhận sáng kiến: “Improving language use in speaking test in national English competitions for gifted students” - Lĩnh vực áp dụng sáng kiến: Giảng dạy môn Tiếng Anh - Mô tả nội dung sáng kiến: Những năm gần đây, lĩnh vực dạy học Tiếng Anh, giáo trình dạy học tập trung vào việc áp dụng phương pháp giảng dạy theo đường hướng giao tiếp, chuyển trọng tâm từ dạy kiến thức ngôn ngữ sang dạy kỹ ngơn ngữ, kĩ nói trọng nhằm phát triển tồn diện kĩ ngơn ngữ cho người học Tuy nhiên, việc thiết kế, tổ chức hoạt động nói tiếng Anh ln đặt khó khăn, thách thức cho người giảng dạy, đặc biệt với dạng thi kĩ nói kì thi học sinh giỏi cấp Quốc Gia (National English Competition) Mặc dù chiếm 10% tổng điểm NEC, kỹ nói dường khiến học sinh giáo viên bỡ ngỡ việc tiếp cận hoàn thành yêu cầu nhiệm vụ Nguyên nhân thiếu tài liệu, học sinh bị động, phương pháp giảng dạy theo định hướng xây dựng lực ngôn ngữ cịn mẻ, chưa có định hướng cụ thể Sáng kiến phân tích phát triển việc sử dụng ngôn ngữ học thuật kiểm tra nói NEC từ quan điểm ngơn ngữ học chức hệ thống, đề xuất số giải pháp sử dụng phương pháp dạy học tích hợp kĩ (integrated skills) nhằm giúp học sinh cải thiện kĩ nói Đồng thời, đưa số gợi ý cách tận dụng nguồn tài nguyên tảng công nghệ, mạng Internet để giúp Tên sở yêu cầu công nhận sáng kiến (theo quy định Điều Điều lệ Sáng kiến, ban hành theo Nghị định số 13/2012/NĐ-CP Chính phủ) học sinh phát triển khả sử dụng ngôn ngữ Tiếng Anh nói chung đáp ứng tiêu chí thi kĩ nói kì thi học sinh giỏi quốc gia nói riêng - Các điều kiện cần thiết để áp dụng sáng kiến: Học sinh giáo viên có điều kiện kĩ sử dụng mạng Internet, khai thác nguồn tài nguyên trực tuyến - Đánh giá lợi ích thu dự kiến thu áp dụng sáng kiến theo ý kiến tác giả: Sáng kiến góp phần gợi mở phương pháp giúp học sinh cải thiện tăng cường khả sử dụng ngôn ngữ kĩ nói nói chung hướng tới xây dựng móng vững chắc, đáp ứng tiêu chí thi nói kì thi học sinh giỏi cấp quốc gia nói riêng Tơi xin cam đoan thơng tin nêu đơn trung thực, thật hoàn toàn chịu trách nhiệm trước pháp luật Yên Bái, ngày 10 tháng 01 năm 2021 Người nộp đơn Hoàng Thị Thu Hiền I THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: Improving language use in speaking test in national English competitions for gifted students Lĩnh vực áp dụng sáng kiến: Giảng dạy Tiếng Anh Phạm vi áp dụng sáng kiến: Bồi dưỡng học sinh giỏi môn Tiếng Anh Thời gian áp dụng sáng kiến: Từ ngày 30 tháng năm 2021 đến ngày 31 tháng 12 năm 2021 Tác giả: Họ tên: Hồng Thị Thu Hiền Năm sinh: 1983 Trình độ chuyên môn: Đại học Chức vụ công tác: Giáo viên Nơi làm việc: Trường THPT Chuyên Nguyễn Tất Thành Địa liên hệ: Trường THPT Chuyên Nguyễn Tất Thành Điện thoại: 0943520730 II MƠ TẢ SÁNG KIẾN: Tình trạng giải pháp biết Trong Kỳ thi Tiếng Anh cấp quốc gia dành cho học sinh trung học Việt Nam năm gần đây, phần thi thuyết trình đưa vào phần thi Nói máy tính Riêng thí sinh phải thuyết trình chủ đề định thời gian phút Mức độ khó tăng lên họ có thời gian chuẩn bị (5 phút) Trong thời gian hạn chế, nhiều người dự thi gặp trở ngại liên quan đến việc động não ý tưởng, phác thảo câu trả lời sử dụng từ vựng Xuất phát từ hoàn cảnh thực tế này, nghiên cứu thực với mục đích chuẩn bị cho học sinh khả nói thi nói riêng giúp em nâng cao trình độ nói nói chung Nội dung (các) giải pháp đề nghị công nhận sáng kiến: - Mục đích (các) giải pháp: Sáng kiến góp phần gợi mở phương pháp giúp học sinh cải thiện tăng cường khả sử dụng ngơn ngữ kĩ nói nói chung hướng tới xây dựng móng vững chắc, đáp ứng tiêu chí thi nói kì thi học sinh giỏi cấp quốc gia nói riêng - Nội dung (các) giải pháp Sử dụng phương pháp dạy học tích hợp kĩ Đồng thời, tận dụng khai thác nguồn tài nguyên trực tuyến để đổi phương pháp, nội dung giảng dạy học tập, hỗ trợ cho trình tự học học sinh - Chỉ tính đơn vị địa phương (đối với giải pháp mới), khác biệt giải pháp so với giải pháp cũ (đối với giải pháp vận dụng triển khai) Nghiên cứu thực với hy vọng giúp học sinh thành viên Đội tuyển Tiếng Anh Quốc gia nâng cao khả thuyết trình thi Nói Những hiểu biết sâu sắc từ nghiên cứu có lợi cho người học tiếng Anh muốn cải thiện lực nói cách trình bày miệng Bộ sưu tập tập nguồn tài liệu gửi kèm để q thầy giáo em học sinh sử dụng làm nguồn tài liệu giảng dạy học tập Khả áp dụng giải pháp Các giải pháp đề xuất sáng kiến có tính ứng dụng cao, có khả áp dụng vào thực tế giảng dạy học tập III Cam kết không chép vi phạm quyền Tôi xin cam kết không chép vi phạm quyền nội dung sáng kiến Yên Bái, ngày 10 tháng 01 năm 2022 Người viết báo cáo Hoàng Thị Thu Hiền Contents Part 1: Introduction ….6 Reasons for choosing the study Research question……………………………………………………… Aims and significance of the study Error! Bookmark not defined Subjects of the study Limits of the study Methodology Research time Part 2: Theoretical background Monologues: ………………………………………………………… 2 Authentic materials Part 3: The study………………… …….…………………………………10 Struturing the language………… …….………… ……………… 10 Using authentic materials in scaffolding language use ………… 17 Part 4: Conclusion………………………………………………………… 26 REFERENCES …… 27 PART 1: INTRODUCTION Reasons for choosing the study In the age of the increasing demand of global integration, learning foreign languages for international communication between Vietnamese and foreigners has become more and more vital, requiring a base of proper language competence from its citizens Therefore, various attempts have been made to improve the quality of teaching and learning English at school at different levels In fact, the Ministry of Education and Training has recently suggested that by the year 2025, at least half of the young should be able to use English fluently, and this is a goal for teachers of English and education authorities to work towards, resulting in a great number of changes in education policies for language teaching, learning as well as testing and assessment in Vietnam Since 2014, speaking session has been included as an required component of the National English Competition for gifted high school students with a view to further facillitating learners’ command of the language and boosting the teaching of this vital skill at the same time However, it is an understandable fact that mastering their fluency and proficiency in presenting a speech in the forrm of a monologue in English is not easy for students in this context due to numerous internal and external factors, among which language use appears to be the first hinderance to be cleared According to the requirement for the test, students have to deal with a plethora of questions types in oder to successfully delivering their ideas in the form of a five-minute recoreded monologue The main challenges lay, actually, in the lack of resources, especially for those in low-resource regions, to cater for such demand and proper guidance to scaffold the students with knowledge and strategies to deal with the quesitons effectively and systematically This study is therefore is expected to somewhat contribute to address the need of learners in struturing and building up their language use in such type of speaking tests Research question How to help students at intermediate and advanced level of English in high school for the gifted to perform better in the speaking test for national English competitions for gifted students? Subjects of the study The primary subject of the study is the vast amount of literature, approaches and materials on language use in speaking, specifically the formation and language use in a discursive, problems and solutions, argumentative speech presented in the form of a monologue Aims and significance of the study Structuring the speech and buiding content are fundamental aspects in presenting monologues Without adequate vocabulary, learners find it difficult to communicate, express ideas or opinion, comprehend simple text The study aims to seek for relevant approaches to scaffold students in struturing language and build up knowledge about proper language use in a special senior secondary school for the gifted This action research may subsequently encourage further study in integrated teaching inclusion in launguage teaching/learning process at various level Limits of the study Should there be a lengthier period of studdy and more piloting programme implementation with relevant participants, this study could be considerably improved Methodology The study involves reviewing and summarising the literature on language use in speaking This may be followed by experimental pilot teaching carried out among two groups of advanced students, an observation of and informal conversations with 12 students in both the control and experimental group Finally, formal assessment of learners’ language proficiency in the forms of tests ( pre-tests, progress tests, post-tests) during the implementation of the programme are reccomended to be analysed and compared Research time July 2021 – December 2021 PART THEORETICAL BACKGROUND Teaching speaking as performance requires a quite distinct strategy Jones (1996:17) comments: Initially, talk as performance needs to be prepared for and scaffolded in much the same way as written text, and many of the teaching strategies used to make understandings of written text accessible can be applied to the formal uses of spoken language This approach involves providing examples or models of speeches, oral presentation, stories etc through video or audio recordings or writtten examples These are then analyzed, or “deconstructed” to understand how such texts work and what their lingustic and other oganizational features are In the case of presentation as monologues, it is similarly requires a scaffolded knowledge about both structural and lexical aspects I Monologues Type of monologue Within communication and language teaching there are actually many different forms or types of oral language Understanding this is beneficial if a teacher is trying to support students to develop their speaking skill A monologue is the use of language without any feedback verbally from others There are two types of monologue which are planned and unplanned Unplanned monologues are more improvisational in nature Examples can include classroom lectures and one-sided conversations There is usually more repetition in unplanned monologues which is beneficial However, the stop and start of unplanned monologues can be confusing at times as well When a monologue is planned, there is little repetition of the ideas and themes of the subject, leading to the content discussed seeming to be quite monotonous, thereby can hardly grab and maintain the attention of the audience In other words, this makes it very difficult for an audience to follow and comprehend the information unless the content is well-structured or repeated several times until better understanding of what is being discussed is gained Therefore, in the case of the planned monologue in National English Competition for gifted high school students, in oder to successfully meet the four criteria about accurary, fluency, content and delivery, it is suggested that students need to structure their speech well, also utilize proper language with rich topic vocabulary and good pronunciation at the same time Among these factors, those contributing to build up the structure and related content elements should be considered a base Characteristics of a monologue For Cook (1989, 156) discourse consists of stretches of language perceived to be meaningful, unified and purposive It follows that a monologue may be considered a specific type of discourse, in that it is a piece of what can be called ''performed writing ", as it often takes the form of a (written) prepared sermon, speech, argument, anecdote, or narrative delivered orally in a public context Occasionally, the prepared version differs slightly from the performed version due to last-minute innovations, minor slips and recoveries, abbreviation of the whole due to lack of time, or other modifications which the speaker considers appropriate for a particular audience A monologue, on the other hand, is a form of narrative with a structure consisting of several stages-exposition, complication, climax and resolution It is essentially a first-person narrative of the speaker's viewpoint or experience, and there is an implied audience or interlocutor Structure of a monologue To structure a speech and make it easy for the audience to understand the points, it is often advisable to split it into three sections: Introduction, main body, and conclusion Each section is dedicated to achieve a different aim: a Introduction In fact, the introduction may act as a hook to grab the audience’s attention and it is an opportunity to show that students can adapt to introduce yourself to any audience, lead in the background information as well as create a thesis statement for the speech It is advisable to begin the speech in a way that is catchy, in other words, craft an introduction that will captivate the target audience A good opening statement is fairly brief, but uses language techniques to make an immediate impact Following are some of the language techniques reccommended: 10 PART 3: THE STUDY I STRUCTURING THE LANGUAGE A Opinion – based questions The first part of the question for an opinion will be a statement Students will then be asked to give their own opinion about the statement Here is some typical wordings that might be used: • What is your opinion? • Do you agree or disagree? • To what extent you agree or disagree? Students then should introduce their speech by restating the question in their own words If the question asks them to what extent you agree?, they should make their opinion clear throughout, either agree, partially agree or disagree with the statement, explaining and justifying their opinion If they not have solid evidence for their ideas, modal verbs such as might, may or could or other tentative phrases like seem, appear, be likely … should be utilized Finally, they should conclude by restating their opinion and summarising two or three main arguments in the body A suggested template should be: Introduction People’s opinions differ as to whether or not While there are some strong arguments against… , I still believe that The first reason why you agree/disagree There are several reasons why people might argue that ………………… Firstly, One justification for … , The first thing to consider is … Owing to…………., Secondly, Finally, The second reason why you agree/disagree In spite of the above arguments, I support the view that The main benefit of …………………… 13 A further reason may lie in … For example, In my view, Conclusion In conclusion, … certainly has its drawbacks, but I believe that the benefits outweigh them in the long term In short, it seems to me that …………………… B Discursive questions The first part of the question for a discussion will be a statement containing two opposing views Students will then be asked to discuss both sides of the argument and give their own opinion Here is some typical wordings that might be used: • Discuss both sides • Discuss these two views and give your opinion The key to identifying this type of question is the fact that you are required to discuss BOTH views This is different to opinion questions where you must decide between two opposing views and make an argument to support your own opinion A reccommended template can be as the following: Introduction: Lead-in/general information: Topic - trend (present perfect)/context *context (impact): stakeholder(s), place, time Thesis statement: In this essay, I will analyse/ highlight/elaborate/investigate/examine/disseminate both opposing viewpoints/perspectives before reaching my final conclusion As well as proposing my final conclusion Prior to my final conclusion/justification Whilst/while +, - These viewpoints will be under investigation in this essay , which will be further examined in this essay In this essay, I intend to analyse A and B as evidence of (+) … as well as/alongside C and D to justify for the opposing side Body paragraph 14 Topic sentence: Merits of are hard to deny/undeniable/inevitable There is plausible evidence to support the fact that … offers a wide range of benefits in The first to mention is … First and most obviously, By this I mean/To illustrate/ For instance/ Take … as a typical example … An additional positive (aspect/side) is ……… Another contributing factor leading to the of … is …………… One more convincing argument is In other words, /Put it another way/As such/Therefore/For these reasons, (back to the topic) Body paragraph (-) Nevertheless/Nonetheless, opponents/protesters/critics/sceptics of Topic /those who are against Topic may debate/argue/claim that Topic entails several drawbacks When it comes to …, One of the most observable negatives is … What is more, there is plausible evidence that Topic triggers … … A final issue could be … … In other words, /Put it another way/As such/Therefore/For these reasons, (back to the topic) Conclusion: (2 sentences) On balance, ……………… To recapitulate, ……………… This Topic has both pros and cons For one thing, (+) ………… However, (-) …………… Final thought: I am biased to the fact that …………… 15 I cling to the fact that ………… I opine that …… I am strongly convinced that C Problems – Solutions Generally, students will be asked to write about both the problems, or causes, and the solutions to a specific issue Sometimes, however, students will only be required to write about possible solutions Hence, it is essential that the question be analysed carefully In order to deliver a beatifully structured and logical speech, a specific order of steps is highly reccommended, as in the suggestion followed: 1) Introduction • Paraphrase the question • State key problem/cause and related solution 2) Main body paragraph – Problem or Cause • Topic sentence – state the problem or cause • Explanation – give detail explaining the problem or cause • Example – give an example 3) Main body paragraph – Solution • Topic sentence – state the solution • Explanation – give detail explaining the solution • Example – give an example 4) Conclusion • Summarise the key points Also, a wide range of vocabulary of cause and effect to explain why the problem exists is vital Here are the key words and their synonyms used in the questions above • Problem – issues, resulting, situation, considerations • Cause – reasons, why, stem • Solution – deal with, addressed, tackled, remedied, improved, measures taken, solved, prevent Introducing the cause(s) • A major cause of …… is … 16 • Perhaps the major cause of this is … • The main/ primary cause of this is … • A further cause of this is … • An additional cause of … is • … also plays a role in … • …… is (often/ usually) responsible for … • This is because + S + have/ has the propensity for + V-ING • Another factor leading to this situation is …………… This means + N ……… • S + exert such detrimental impacts upon + N, resulting in + N ……………… If it is uncertain about the cause , the modal verbs may / might, which are used to give more information about the main verb and are used for suggestions For example: Another cause may / might be … Introduce and propose possible solutions The question usually asks students to suggest solutions – not just one solution Therefore, it is vital to include a proper use linking words to propose other solutions such as: As far as I am concerned, this phenomenon can result in serious problems, which can be tackled using appropriate measures It is possibly said that this issue may be caused by some main factors Henceforth, S + be + considered as the chief culprit behind +N/ N • First and foremost, • V-ing + be + highly + recommended/ complemented/ suggested • ………… , which prevent + O + from V-ing/ N • Another possible solution is …………………… • It is/ was N phrase’s responsibility /liability + to V ………………… • In addition, Moreover, … • In addition, S + be + encouraged to + turn to + V1-ing/ N as the alternative to + V2-ing/ N2 + to + V ………… • Finally,…………………… 17 II USING AUTHENTIC MATERIALS IN SCAFFOLDING LANGUAGE USE Authentic materials used in combination with creativity, good preparation, and highquality lesson plans generally lead to a great experience for both the teacher and students Authentic materials also are great tools to use for conversation or small group ESL lessons because the topics presented in the song, video, article, etc will incite students to share what they have in mind about that particular piece of work Some of the common authentic sources are highly recommended as follows: - The New York Times https://www.nytimes.com/ - The Guardian https://www.theguardian.com/international - Npr news https://www.npr.org/sections/news/ - BBC NEWS : https://www.youtube.com/user/bbcnews - TED : https://www.ted.com/ https://www.youtube.com/channel/UCAuUUnT6oDeKwE6v1NGQxug - The Dailly Conversation https://www.youtube.com/channel/UCWQ9ZFFhEqUZ0r1IspnBm6Q - VOX https://www.youtube.com/channel/UCLXo7UDZvByw2ixzpQCufnA - ABC NEWS: https://www.youtube.com/channel/UCBi2mrWuNuyYy4gbM6fU18Q - SPEAK ENGLISH WITH MR DUNCAN https://www.youtube.com/channel/UC8pPDhxSn1nee70LRKJ0p3g - NATIONAL GEOGRAPHIC https://www.youtube.com/channel/UCpVm7bg6pXKo1Pr6k5kxG9A - BREAKINGNEWSENGLISH: http://breakingnewsenglish.com/news-for-kids.html - Online speech bank https://www.americanrhetoric.com/speechbank.htm - BBC MINUTES ENGLISH 18 http://www.bbc.co.uk/learningenglish/english/features/6-minute-english - IELTS GALAXY: https://www.youtube.com/channel/UCsMMTtH9uR-p-BEfERqmVdg - LISTENING TO LECTURES: http://www.mediafire.com/download/hzl3gibp3shwuaa/lecture_ieltsshare.rar - BRITISH COUNCIL LISTENING https://drive.google.com/open?id=0B2xaneECbOEsWHB2enRGR0hMclE - CNN News https://edition.cnn.com/ - Youtube In order to ulitize authentic materials to effectively enhance students’ use of language, especially vocabulary, and develop critical thinking, it is suggested that speaking skill should be integratedly enforced along with listening as the range of activities will be wider, thereby allowing teachers to build in more variety into the lesson Instead of just having listening, the students can have speaking practice simultaneously, which can raise their motivation to learn English Above all, integrating the skills means that students are working at the level of realistic communication, which provides all-round development of communicative competence in English Successfully utilizing a continuing series of authentic materials in English language learning classrooms is a matter of adapting those materials to suit the needs of specific language learners Some keys to successful adaptation of authentic materials include: • converting them into workshop activities • adjusting the length of the materials • simplifying or explaining key language elements • converting authentic materials into a variety of exercise types The procedure for incorporating authentic materials into boosting students’ language competence should be put under careful consideration After a full scene / conversation has finished, teachers may ask students to try to summarize the scene and discuss things like: what they saw, what happened and why it happened, why someone did some action, who was speaking, why somebody got angry, why somebody laughed, etc During the scene, students can be required to be double-tasking – paying attention to the scene while at the 19 same time writing down some vocabulary from the scene and some questions about the scene In another case, after a complicated or quickly spoken sentence / line, instead of waiting for a full conversation or scene to finish, teachers could also stop the video after one line / sentence, and then write it down for the student(s) on paper, whiteboard or using any other means of social platforms to engage learners Break down the sentence word by word while helping to explain any unknown vocabulary terms or the grammatical structure of the language, and maybe some concept check questioning on the grammar point Teacher should always make sure to keep track of the questions, discussions, and intended vocabulary they had from the video or movie, meaning that these terms, comprehension questions, and grammar points need to be reviewed beforehand Some reccommended activities with authentic materials that the writer frequently turn to are as follows News report activity Step – Brainstorm Brainstorm with the class on the various categories of news and, if possible, list them where everyone can see them If it is a large class, the more types students can dig up the better because there is a category for everyone Step – Grouping Divide the class into teams Usually, two people per team are fine If it’s a large class, teachers can go with three per team, yet the idea is for each member of the class to be involved, so limit the team size to as few as possible Step – Assign News Each team is assigned a news genre to be reported on each day To keep it fair, the teacher can draw topics out of a bowl or shoebox and ask for volunteers for each genre, yet make sure everybody is happy with their choice of news topic If not, the teacher can allow them to trade with others or just explain that it is meant to challenge them Teachers can help out by directing students to simple English news websites such as VOA, Engoo, or Breaking News English, News in Easy English, News in Levels, BBC Learning English – Six-minute English, or BBC News if they’re more advanced Step – Give Short Reports 20