(Skkn 2023) applying active learning techniques into english speaking class grade 10

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE TOPIC: "APPLYING ACTIVE LEARNING TECHNIQUES INTO ENGLISH SPEAKING CLASS GRADE 10" SUBJECT: ENGLISH YEAR 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING THAI HOA HIGH SCHOOL TEACHING EXPERIENCE TOPIC: "APPLYING ACTIVE LEARNING TECHNIQUES INTO ENGLISH SPEAKING CLASS GRADE 10" SUBJECT: ENGLISH Author: Phan Thi Phuong Thao Telephone: 0812812757 Year 2023 PART I: INTRODUCTION The background of the study: Nowadays with the sharply development of the technology, science and economy, education plays an important role in society English becomes an essential tool that helps the youth succeed in many fields such as business, finance, education and technology Students who are fluent in English can have the chances to contribute to the development of their country The need to master English of the language learners has forced the instructors to find the new way making the lessons more effective The question is raised to the teachers in many high schools all over the country is that how can we make our lessons more interesting and make English more attractive In fact, one of the skills that English learners find it hard to master is speaking skill There are lots of people who have 12 years learning English but can not use it for communicating The high school students lack of passion for learning English A common problem that occurs in a speaking class is that instructors frequently feel it difficult to involve students in the speaking activities In fact, English instructors should work hard to attract the students to speak a lot in the class However, the result is not up to their expectation So how can the teachers help improve students’ speaking skill? Active learning, therefore, is supposed to help in solving this problem It emphasizes the significance of the learner’s involvement in the learning process and may involve independent inquiry, collaborative learning and self-awareness of the individual’s own learning process I hope that this research will suggest some ways for the teachers to make their lessons more exciting Aims and Objectives of the study The contributions of this research are conveyed to: First, designing some activities for English speaking lesson using active learning techniques and make a contribution to teaching materials Second, giving the effective ways to teach speaking skill Third, assisting students a lot in practise speaking English actively The scope of the study: The study deals with the problems that students of the 10th grade at Thai Hoa High School usually have when they have speaking lesson in classrooms These problems are caused by some factors Some solutions and implications will be given for students in speaking skill Methods of the study To complete my study, I - Read reference books - Draw from experience of my own teaching - Learn and exchange teaching experiences with my colleagues - Carry out surveys and tests among grade 10 students Study and experimental time This research has been applying for teaching speaking skill at class 10A, 10C 10M of Thai Hoa high school during the school year 2022-2023 PART II: INVESTIGATION CHAPTER 1: LITERATURE REVIEW Active learning techniques 1.1 Definition of active learning techniques “Learning is not a spectator sport Students not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives They must make what they learn part of themselves.” – A Chickering and Z.f Gamson, “Seven principles for good practice” AAHE Bulletin 39 (March, 1987), 3-7 From this opinion, it can be seen that learning in general and learning a language in specific is a complex and long process Practice makes perfect If students take part in learning process, they will learn more Active learning is any learning activity in which students participate or interact with learning process In recent years, the term active learning has become increasingly common among English classes The English teachers all over the world are trying to make students more active, more involved in the lessons After a long time teaching English at a high school, I see that the common problem that happen in many English speaking lesson is that students feel shy to speak in an English speaking class because of the anxiety of making mistakes due to lack of grammar, vocabulary, structures and ideas In fact, English instructors must have worked hard to attract the students to speak a lot in the class However, the result is not up to their expectation Active learning is alleged to help in solving this problem It focuses on the significance of learner’s involvement in learning process Firstly, active learning helps develop collaborative skill When using the methods to encourage active leaning, the teachers will ask students to work with other students, so they have chance to improve group collaborative skill Secondly, active learning is a good way to increase engagement Students who are actively learning will actively engaged They will excitingly participate in each classroom activities Thirdly, active learning encourages risk taking It pulls students out of their comfort zone and forces students to share their ideas with others so through learning tasks, students will gain confidence and self-possession In short, active learning has brought lots of benefits to an English class 1.2 Some active learning techniques for teaching speaking skill  Think-pair-share: The teacher states an open-ended question Ask students to spend a minutes or two thinking about and writing a response Then ask students to pair with a partner to discuss their responses Reconvene the class after a few minutes and call on individual students to share their pair’s responses Brainstorming: Students are asked to generate ideas on a certain topic, category or question while you facilitate and record the answers on the blackboard Encourage students to draw on prior knowledge and experiences It is important to acknowledge all the answers during this idea generation period  Discussion: Discussions can be useful both in-class or online, and can be adapted to any class size (although more effective in smaller group settings) In a discussion, the instructor facilitates students’ learning experience Discussion requires students to think critically, and to evaluate their own and other’s responses Students are able to explore a diversity of perspectives, and build on each other’s knowledge and understanding of the content Discussions help students develop the skills of knowledge synthesis and integration  Picture Prompt Show students an image with no explanation, and ask them to identify/explain it, and justify their answers Or ask students to write about it using terms from lecture, or to name the processes and concepts shown Also works well as group activity Do not give the “answer” until they have explored all options first Three step interviews: Use the three step interview process, divide students into groups of three, and assign three roles: interviewer, interviewee, and notetaker After that, also assigning a theme or topic of discussion, have students participate in a five to 10 minutes interview to discuss what they found to be the key information relating to the topic After each interview, having students rotate roles Depending on factors including the grade level of your students and their experience with the strategy, you may adjust the length of the time for each interview True or false: Distribute index cards (one to each student) on which is written a statement Half of the cards will contain statements that are true, half false, students decide if theirs is one of the true statements or not, using whatever means they desire C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Role play: In this activity, students are given a particular role to play in a conversation or other interaction They may be given specific instructions on how to act or what to say The students will then act out the scenario and afterwards there will be reflection and discussion about the interactions Poster session: Teacher divides the class into or groups, and assign each group to find and make poster related to the topic After that each group will present their ideas in front of the class while other groups give feedback Teacher should provide group assessment checklist to evaluate their participation during the class session Jigsaw: In this activity, students are divided into small groups Each group has a different topic After students take time to finish their task during their original group, one expert from this group will have to teach his new group Guessing game: This is a simple warmer activity that can be used to generate some interests at the beginning of class Students work in groups Each group will have a representative who will describe the objects to their group members The other people in the group have to guess what it is The group who can guess more will be the winner Questionaire: Teachers will prepare students a poll Students read the information, mark, finishing the on-demanding content and reporting Mapped dialogue: This activity can be done through the use of visuals such as maps, diagrams, charts The teachers present the chart and then the students practice and act out in pairs or in group Ranking: Students may rank (put in order of importance) the items on a list they have made For example, afer students have made long list of clothing words, you can ask those questions.” Which are the most important clothes to wear in winter?” or after making a list of countries, “which countries would you like to visit? Where would you go first?” after making a list of hobbies,” which of these hobbies are the most fun?” you can use this activit to learn nouns during the lesson The level of this activity depend on difficulty of the words on the list Problem - solving: Present a problem to the students Students work in pairs or as a whole class to solve the problem For example, “Tom never does his homework, what should teachers do? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an What should his parents do?” or “Susan wants to buy a beautiful dress but she doesn’t have much money” Use this activity to get better results in teaching of modal verbs: can, should, must…  Report - Presentation: Report can be made more meaningful to the audience through the use of visuals such as charts, maps, diagrams and overhead transparences Oral report should emerge from other English language arts process.if some students are not comfortable with reporting, they can develop more confidence by taking part in other oral activities before they are ready to give a report Students will report back on what we have learned, what we have discussed Obviously this is a difucult operation, so students must be prepared and reported in groups or take turns reporting Improving a dialogue: The teacher gives the topic and ask students improve the dialogues based on their ideas and expressions This activity can be difficult for students, so the teachers have to guide clearly to help them make the dialogues more easily Game: Games are popular activities that teachers often use Those are many activities that are also considered games when we want students to and want to find out the winner Obviously, games are very positive and are highly promoted Teachers can design the game to suit each specific class, each specific audience to entice more students to get involved Talk show Preparations: Lesson plan, handouts,questionaires… Procedure : Step 1: Class members are divided into groups Step 2: Teacher asks students to prepare for the show: table, chair, vase of flowers… Step 3: Teacher asks one student to play the role of MC and the other of an educational expert to act out the conversation Step 4: Teacher asks students to write their ideas and practice in their groups Step 5: Teacher goes around the class to offer help Step 6: Teacher gets students to act out their presentation Step 7: Teacher takes note for indirect correction Step 8: Teacher gives feedback Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Speaking skill 2.1 Speaking skill definition Speaking is a basic skill that language learners should master with the other language skills It is defined as a complex process of sending and receiving messages through the use of verbal expressions, but it also involves non-verbal symbols such as gestures and facial expressions Hedge (2000: 261) defines speaking as “skill which people are judged while first impressions are being form” The ability to speak confidently and fluently is something which children will develop during their time at school, and something that will help them throughout their life Speaking skills are defined as the skills which allow us to communicate effectively They give us the ability to convey information verbally and in a way that the listener can understand Children will learn English speaking skills as well as speaking skills in other languages, in primary and secondary school Learning how to develop English speaking skills is so important for ESL students and EAL students too It's one of the most important parts of language learning as speaking is how we tend to communicate in everyday life Speaking is an interactive process where information is shared, and if necessary, acted upon by the listener So, it’s important to develop speaking skills in order to communicate effectively 2.2 Characteristics of speaking skill Many researchers who have paid much attention on the oral skill They investigate the characteristic of spoken language In their point of view, speaking is not completely accepted as a separative area, speech is more commonly unplanned, contextualized, informal and reciprocal than writing It can be clearly seen that speakers usually have a little time to prepare for their conversations Bygate claimed: "Oral language can be identified by certain features which are more prototypical of speech than of writing Among these features, one of the most typical one is that speech is organized by clauses, phrases and spoken utterances while writing is generally organized according to whole sentences In addition, spoken language is less formal in relation to vocabulary and grammar than writing language, characterized by repetition of utterances, close relation to the context in question and features of correcting speech As speaking skill is the ability to start and to maintain a conversation, it closely Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an relates to the performance of the participants in a conversation In classroom, teacher may explain the items for the students and then the teacher may ask the students to implement some certain tasks to illustrate the items just explain This is a mono-dialogue when the speaker has no interaction with the listeners, for instance the radio speaker speak on the cassette 2.3 Learning speaking skill Speaking skill is a complex process that combines many different aspects such as pronunciation, vocabulary, grammar, syntax, phonetic, etc… so that not many students are good at this skill The fact of teaching shows that it is very important in daily communication especially with native person According to Jo Mac Donough (1995, p151) "Speaking is often thought of as colloquial , which helps to account for its lower priority in some teaching context" In many countries, students always focus on other skills while using a little time on oral skill or even ignore it Agree with him, Grace Stovall Burkat (1998) claims that it is necessary to supply students with the basic aspects of the skill In his opinion, language learners need to recognize that speaking involves three areas of knowledge: they are Mechanics, Function and Social, and Cultural rules and Norms Mechanics including pronunciation, grammar, and vocabulary is the basic aspect of speaking skill that gives the basements to develop the skill This aspect helps students use the right words in the right order with the correct pronunciation The second aspect requires the recognitions of the functions It includes transaction, interaction and performance This aspect helps students recognize the type of talk with certain criteria and purposes Another aspect that is last but not least than others is the social and cultural rules and norms such as turn-taking, rate of speech, length of pauses between speakers, relative roles of participants This is background knowledge that helps them to understand how to take into account who is talking to whom, in what circumstance Teachers should help students use English in real life such as communicate with foreigners to develop the ability to produce grammatically correct, logically connected sentences 2.4 Teaching speaking skill Speaking skill is a complicated process that combines many different aspects such as pronunciation, vocabulary, grammar, syntax, phonetic, etc… so that not many students are good at this skill The fact of teaching shows that it is very important in daily communication especially with native person According to Jo Mac Donough (1995, p151) "Speaking is often thought of as colloquial , which helps to account for its lower priority in some teaching context" In many countries, Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an students always focus on other skills while using a little time on oral skill or even ignore it Agree with him, Grace Stovall Burkat (1998) claims that it is necessary to supply students with the basic aspects of the skill In his opinion, language learners need to recognize that speaking involves three areas of knowledge: they are Mechanics, Function and Social, and Cultural rules and Norms Mechanics including pronunciation, grammar, and vocabulary is the basic aspect of speaking skill that gives the basements to develop the skill This aspect helps students use the right words in the right order with the correct pronunciation The second aspect requires the recognitions of the functions It includes transaction, interaction and performance This aspect helps students recognize the type of talk with certain criteria and purposes Another aspect that is last but not least than others is the social and cultural rules and norms such as turn-taking, rate of speech, length of pauses between speakers, relative roles of participants This is background knowledge that helps them to understand how to take into account who is talking to whom, in what circumstance Teacher should help students use English in real life such as communicate with foreigners to develop the ability to produce grammatically correct, logically connected sentences Adapting Textbooks 3.1 Definition In teaching and learning English as a Foreign Language (EFL), speaking has always received a great deal of attention According to Carrell [3; p.1] “for many students, speaking is by far the most important of the four macro-skills, particularly in English as a second or foreign language”; sharing the same point of view, Richard [11; p.15] shows that “Becoming an effective and fluent speaker in another language has a number of important benefits for learner.” Undoubtedly, speaking has become not only an important means to communicate with other people but also an essential means to help them with their further study in future Unfortunately, teaching and learning speaking skill at high schools are still far from satisfactory for various reasons Despite the teacher’s effort, students’ motivation is still low and speaking lessons are said to be the boring one English language teaching materials in general and textbooks in particular play the role of tool, tutor, guide book These roles are especially significant in EFL contexts including Vietnam, where textbooks are regarded as a staple in almost all EFL classes Textbooks are useful source of language input and guidance for both teachers and learners Despite the development of technology and the growth of computer-assisted language learning, it is unlikely that textbooks will disappear In teaching and learning Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn