Improving students’ speaking skill through task based learning a case of 10 th grade students at tay hieu high school

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI LIEU IMPROVING STUDENTS’ SPEAKING SKILL THROUGH TASK- BASED LEARNING: A CASE STUDY OF 10thGRADE STUDENTS AT TAY HIEU HIGH SCHOOL Major: Theory and Methods of English Language Teaching Code: 60140111 MASTER’S THESIS IN EDUCATION Nghệ An, 8/2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY IMPROVING STUDENTS’ SPEAKING SKILL THROUGH TASK- BASED LEARNING : A CASE STUDY OF 10thGRADE STUDENTS AT TAY HIEU HIGH SCHOOL Major: Theory and Methods of English Language Teaching Code: 60140111 MASTER’S THESIS IN EDUCATION Student: Nguyen Thi Lieu Supervisor: Tran Ba Tien, Ph.D Nghệ An, 8/2017 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true, used with permission, and have not been published elsewhere Author Nguyen Thi Lieu i ABSTRACT This study deals with the fundamental learning activities for improving learners’speaking skill as they are applied by students in the contexts of task- based activities The activities are interacted with students with the help of the task based learning (TBL) as an educational tool to create an meaningful class to meet the need of students’ motivation and learning styles for their participation in speaking the target language Based on the theoretical and practical findings, some kinds of task based activities and their use in teaching students’ speaking skill would be also introduced To achieve the above aims, in this study the action research method is employed with forty students’ class taught by TBL approach The findings of the study indicated that TBL is an effective approach for developing students’ speaking skill The participants showed great interest towards TBL which helped to increase students’ comfort level and self-confidence when dealing with the English speaking target Task-based learning is really encouraging for students mainly because the tasks are real, interactive and require them to work in groups, which they prefer especially the tasks they often apply mimically their reallife Furthermore, the results of the analyses of the survey questions confirmed that learners had positive attitude towards TBL, as they provided the students often with a lot of interactive activities which created an environment that was fun, enjoyable and effective for improving the students’ speaking skill ii ACKNOWLEDGEMENTS This thesis would not have been possible without the support of many people First, and foremost, I would like to express my sincere gratitude and deepest appreciation to Dr Tran Ba Tien, the supervisor of this thesis for his advice, support and encouragement, especially for the permission to try out this experimental study in the Teaching English as a Foreign Language at Tay Hieu high school This research would not be possible without him, and this success would not have been achieved This is also a chance for me to express my warmest thanks to my teachers at the Department of Foreign Languages, Vinh University, Nghe An, for their useful knowledge conveyed via interesting lectures My heartfelt thanks to my colleagues, friends, especially my beloved family They understand and encourage me during my studies at Tay Hieu high school I feel greatly indebted to them for their essential help and encouragement iii 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 TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP .i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv Chapter 1: INTRODUCTION 1 Rationale Aims and objectives Scope of the study 4 Methods of the research Organization of the thesis Chapter 2:LITTERATURE VIEW 2.1 A historical review of teaching methods 2.1.1 Grammar Translation Method (GTM) .6 2.1.2 Direct method 2.1.3 The Audio-lingual Method (ALM) 2.1.4.Present, Practice, Produce (PPP) approach 2.1.5 Total Physical Response (TPR) 10 2.1.6 Communicative language teaching (CLT) 12 2.1.7 Task-based learning (TBL) 14 2.1.8 Characteristics of TBL 15 2.1.8.1 Definition of a task .15 2.1.8.2 Types of tasks in TBL approach 16 2.1.8.3 Task Components 20 2.1.8.4 TBL design 23 2.1.8.5.The frame for TBL: Pre-task- Task cycle – Post-task 24 2.1.8.6 Participants roles 25 iv 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 2.1.8.7 Advantages of task-based learning 27 2.2 Previous research on task-based learning 27 2.3 Speaking skill 30 2.4 Testing and asessement in TBL .32 2.5 Principles of designing speaking tasks 33 2.6 Major types of speaking tasks 35 Chapter 3:THE METHODOLOGY 39 3.1 Research setting 39 3.2 Participants 40 3.2.1 The teachers 40 3.2.2 The students 41 3.3 Research instrument 41 Materials 43 3.4 Research questions 44 3.5 Procedure: 44 Chapter 4:FINDINGS AND DISCUSSION 45 4.1 Findings 45 4.1.1 Common problems the students often encounter when performing Taskbased activities 45 4.1.2 Students’ perception of learning the speaking skill through Task-based learning 46 4.1.3 Does Task-based learning help students improve their speaking skill ? 50 4.1.4 Results from at the end of experiment observations 52 4.2.Discussion 53 Chapter 5: CONCLUSION 56 References 60 Appendices .62 v 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 List of tables Table 4.1 Students encounter problems about TBLT 45 Table 4.2 Students encounter problems about TBLT 48 Table 4.3 Students’ ideas about effectiveness of TBL 50 Table of figures Figure 2.1 Task Components .20 Figure 2.2: A model of organising lessons 21 Figure 4.1 Students encounter problems about TBLT .47 Figure 4.2 Students’ perception about TBLT 49 Figure 4.3 Students’ ideas about effectiveness of TBL 51 vi 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 Chapter INTRODUCTION Rationale Nowadays English becomes more and more important in the daily lives of the Vietnamese people for many years due to its influence on education, careers and economics Therefore, developing speaking skills in English for learners to communicate with foreigners confidently is necessary in this modern stage, along with understanding differences in culture and holding positive attitudes towards using English ( Genc & Bada, 2005) Bailey and Savage (1994) state that to communicate on a daily basic skill that also helps an English learner become a good reader and writer spontaneously Moreover, Ellis (2003) states that the main purpose of a learner studying English as a Second Language (ESL) is to reach a personal goal to achieve success The Ministry of Education of Vietnam is focusing on new standards for English in school curriculum design The new standards are absolutely flexible, and offer teachers opportunities to determine the suitable methodology to be used They added that the aim of the new curriculum is to raise four domains of language learning like access to information, social interactions, in obtaining and presenting information, and in developing appreciation of the English language and its literature In recent times, when speaking about teaching and learning English, Deputy Prime Minister and Minister of Education and Training Nguyen Thien Nhan showed a quite challenging vision: How to turn the capacity of English use of Vietnamese people in the next 10 to 15 years become a strength Responding to global challenges, English has been placed in the curriculum from primary to advanced levels According to the draft Development Strategy 2008-2020, English 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 Pollution things should Shouldn’t Rubbish and plastic bags proper dustbin …………………… Water use water sparingly …………………… Endangered fish species punish the money …………………… Fishing lines and nets dispose properly …………………… Herbicides, pesticides and be allowed …………………… - Be a smart shopper …………………… fertilizers seafood - Choose seafood …………………… responsibly Task Student B B Answer your partner’s questions about some threats of the health of our ocean Then discuss the consequences and ask your partner for offering solutions to protect Pollution things Consequences solutions Rubbish and plastic bags make sea polluted …………………… Water pollution kill fish and other sea …………………… Endangered fish species animals …………………… …………………… Fishing lines and nets Lose biodiversity Herbicides, pesticides and Endanger sea plants and …………………… fertilizers seafood animals Decrease in animal …………………… …………………… populations Harm the sea environment Teacher assigns students to draw colorful pictures or take photographs or search for Internet about the pollution of some beaches where they visited 71 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 and practice to discuss the consequences that may occur and offer some possible solutions During – task Teacher divides the students into groups of three to task 2: Group 1: To survey the causes of Cua lo beach Group 2: To survey the consequences of these causes Group 3: To offer the solutions for the consequences Teacher brings the information from the survey to create Cua lo beach simulation situation Change role of giving the causes and consequences and offering the solutions with partner using pictures or photos that students maker by themselves Students use the language The students can give more different ideas to other beaches in Vietnam Each group does Task and then make the causes, consequences that they survey They emphasize “should” auxiliary verb for example, should place rubbish and plastic bags in proper dustbins but should not use herbicides, pesticides and fertilizers harming the environment After that, they show their work in front of the classroom Plan Students prepare to report about the problem during the task and how to solve the problem Report 10 Students report and share ideas about the task of each group When each group presents their tasks, students and teacher should write the problems Post- task Language analysis 11 Each group tells their problems during asking and answering the solutions to reduce the ocean pollution 72 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 12 Teacher re- teaches vocabulary and sentences and then, students practice accurately Practice 13 Students task to match the consequences and solutions Task Match the activities and solutions Colum A Colum B Activities Possible solutions Litter Rubbish and plastic bags a Put in prison Fish for endangered species b Punishment Use herbicides, pesticides and fertilizers c Place them in proper dustbins Kill whales, sharks for food and d Keep only the fish to eat and release the medicines rest Use water sparingly e Be a smart shopper Spill oil from factory or company f Choose the seafood responsibly 14 Teacher divides students to simulation activities 15 Teacher assigns a beach simulation situation in any beach or in an ocean Materials and Sources: Real things Microsoft Word Microsoft powerpoint Tasks 1-3 Evaluations: 73 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 LESSON PLAN Unit 12: Music Grade: 10 Topic: Music Time: periods Goal: Students can use Wh- questions to ask and answer questions about music Enabling Aims: To enable students to pronounce the vocabularies correctly To enable students to ask and answer questions about music To enable students to state preferences and give reasons about music Vocabulary: keep, cheer up, Walkman, classical music, relaxing, band, musician and piece of music Structure: Wh- questions: To ask and answer information about music Functions: A: Hello, today we will talk about music Do you like singing? B: Yes, I How about you? A: Me, Music is my favorite thing I often listen to it whenever I’m free B Who is your favorite singer? A: My Linh, she has a beautiful voice And you ? B: I like Le Quyen A: What kind of music you like? B: I like Bolero music A I like country music … A and B will search Internet for information about the singer, the kind of music, the songs that they prefer and then tell the partner 74 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 METHOD OF TEACHING Pre- task Teacher asks students for anything about music the students like Teacher: Do you like listening to music? Students: ………………………………………………………………… Teacher: How often you listen to music? Students: ………………………………………………………………… Teacher: What kind of music you like? Students: ………………………………………………………………… Teacher: Who is your favorite singer? Students: ………………………………………………………………… Teacher: Why you like this kind of music? Students: ………………………………………………………………… Teacher: Can you sing ? Students: ………………………………………………………………… Teacher: Are you angry with people listening to music loudly? Students: ………………………………………………………………… Teacher pre- teaches the new vocabulary and the language and students pronounce it Teacher lets students Task in pairs You will ask and answer four questions after reading what Ha Anh says in task Question 1: What kind of music does Ha Anh like? Question 2: Why does she listen to it? Question 3: What is her favorite band? Question 4: When does she listen to music? Task 1: Ask your partner for information about Ha Anh and write them down 75 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 Teacher assigns students to take some photos about the favorite singer or prepare a piece of music they like to listen and practice to ask and answer information of this kind of music During - task Task 2: working in groups Teacher will give each group some kinds of music, each group will choose their favorite kind Then, they will divide the group member by themselves to search for information all things about it Students get the available information about their kind of music (Rock and roll, classical music, bolero, Jazz, and so on.), and then, take turns to ask and answer their experiences Teacher divides the students into groups of to task 2: to survey information of kind of music, favorite singer, musician, which songs Students can choose to survey the information in any ways they can ( Internet, newspaper, news …) The teacher brings information from the survey to create a city simulation situation Change role of asking and answering with your partner using pictures, photos or videos that students make themselves Students use the language The student can express the favorite music Each group does Task and then makes the music’s information, write information or products that they survey They emphasize the feeling verbs such as like, love, prefer to express preferences After that they show their work in front of the classroom Plan 10 Students prepare to report about the problem during the task and how to solve the problem 11 Students report and share ideas about the task When each group presents their tasks, students and teacher should write their problems 76 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 Post- task Language analysis - Each group tells their problems during asking and answering the information about a city - Teacher re- teaches vocabulary and sentences and then, students practice accurately Practice 12 Students task to make comparison between A and B by using the connectors such as both … and; but Then practice the dialogue 13 Teacher divides students to simulation activities while choosing any kind of music they prefer Then, they must give reasons why they prefer it 14 Teacher assigns a city simulation situation in the classroom Materials and Sources: Handouts Real things Pictures or photos about some kind of music, some famous singers or some well- known songs and their musicians Tasks 1-3 Evaluations: 77 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 LESSON PLAN Unit 14 world cup Grade: 10 Topic: World cup Goal: Students can use past simple to report the World Cup the students have ever watched Enabling Aims: To enable students to pronounce the vocabularies correctly To enable students to ask and answer the questions about a football match they have ever seen To enable students to talk about the World cup winners while using the information from a table Vocabulary: held, champion, host country, defeat, penalty, runner- up, final, quarter final and score Structure: The past simple tense Functions: A: Hello, you like football? B: Yes, I like football very much How often you watch the football match? A: I sometimes watch the football match on the television B: Which teams you like most? A: I like Manchester Liverpool team B Who is your favorite footballer? A: I like most David Beckham A and B watch together four pictures of four national football teams that played in the semi- final 2010 World Cup then ask each other to name these national football teams ( The Germany national football team, the Spain national football team, the Uruguay national football team and the Dutch national football team) Methods of Teaching: Pre- task 78 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 Teacher asks students about the World Cup they have just seen Teacher: How often you watch football match on television? Students: Teacher: Do you like watching football match in direct? Students: Teacher: Where you watch football match? At stadium or on television? Students: Teacher: Which teams you like most? Students: Teacher: Why you like this football team? Students: Teacher pre-teaches the new vocabulary and the language and students pronounce it Teacher lets students task in groups Each group chooses the national football team they like the best and give reasons why they like Group 1: Germany Group 2: Spain Group 3: Uruguay Group 4: Dutch Task 1: There are four cards for four groups ,they must complete the handouts by asking and answering the others in their group from information from chart such as: Card Card Card Card Task Ask your partner for World Cup 2010 and answer your partner’s questions A: Hello, did you watch the World Cup 2010? B: Yes, I’ve watched it It’s an interesting world cup I’ve never seen before 79 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 A: Which teams played in the World Cup 2010 quarter final? B: Germany, Spain, Uruguay, and Dutch A: Which teams played in the World Cup 2010 final? B: Spain and Dutch A: Which team became the champion in the World Cup 2010? B: It’s Spain A: What was the score of the world cup 2010 final? B: 1-0, Spain is 1, Dutch is A: Who was the captain of the Dutch national football team in World Cup 2010? B: It was Robin Van Persie A: Who was the captain of the Spain national football team in World Cup 2010? B: It was Iker Casillas A: Where was the World Cup 2010 held? B: The World Cup 2010 was held in South Africa Teacher assigns students to watch a national football team and practice to retell it in pair During- task Teacher divides the students in pair to Task 2; To survey the team, the footballer, score, winners in each football team Students can choose to survey national football team in Vietnam Teacher brings the information from the survey to create a football match simulation situation Change role of asking and answering with your partner using the cards that students make themselves Students use the language The students can watch together a football team they like Each group does task and then makes the football teams’ list, write the list and the footballers and the scores that they survey They emphasize the past simple for example, played , defeated After that, they show their work in front of the classroom 80 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 Plan Students prepare to report about the problem during the task and how to solve the problem Report 10 Students report and share ideas about the task of each group When each group presents their tasks, students and teachers should write their problems Post- task Language Analysis 11 Each group tells their problems 12 Teacher divides students to simulation activities 13 Teacher assigns a beach simulation situation in any beach or in an ocean Materials and Sources: 14 Real things 15 Microsoft Word 16 Microsoft powerpoint 17 Tasks 1-3 Evaluations: 81 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 LESSON PLAN Unit 15: Cities Grade: 10 Topic: Cities Time: periods Goal: Students can use the comparative structures to compare two cities Enabling Aims: To enable students to pronounce the vocabularies correctly To enable students to compare two cities To enable students to state preferences and give reasons about a beloved city Vocabulary: convenient, reserved, formal, prefer Structure: Wh- questions: To ask and answer information about a city Comparative structures: To compare two cities as… as 2…more … than 3…… adj+ er than Functions: A: Hello, today we will talk about the favorite city Would you like to visit Vinh city? B: Oh, I would like to visit this city How about you? A: I like the best Ho Chi Minh City B Have you ever been to HCM city? A: Yes, Last summer, I went there with my parents It is a modern big city B How about this city? People, landscape, entertainment center… A: I think it is a beautiful and interesting city you should visit this summer B That’s a good idea! 82 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 A and B will search Internet for information about Ho Chi Minh City and Vinh city Then they compare these cities METHOD OF TEACHING Pre- task 15 Teacher asks students for any city to visit Teacher: Which city you want to visit? Students: Teacher: When can you want to go to there? with whom? Students: Teacher: How about the city? Students: Teacher: Why you choose this city to visit? Students: Teacher: Do you understand the Saigon people say? Students: Teacher: Do you have any difficulty when taking a trip to HCM city? Students: 16 Teacher pre- teaches the new vocabulary and the language and students pronounce it 17 Teacher let students Task in pairs Students complete the table by matching information given in column B Task 1: Ask your partner for information about a city and write them down A B When was the city ……… ? people What is the ………… like? area What are the……………… like? population 10 How many ………… are there? 10 founded 11 What is the ……… of the city? 11 parks 83 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 12 What is its ……… ? 12 transport 18 Teacher assigns students to take some photos about the city they choose to visit and practice to ask and answer information of the city During - task Task 19 Teacher will give each pair two cards which have no full filled information about New York and London Students work in pairs ( each student must hide his card from his partner) 20 Students read the available information about two cities (New York and London), and then, take turns to ask and answer to fill the cards under the teacher’s control with the time limit ( about minutes) Cards Student A Student B Student C Student D 21 Teacher divides the students into groups of to task 2: to survey information of people, park entertainment, food and drink, landscapes of that city Students can choose to survey the information in any ways they can 22 The teacher brings information from the survey to create a city simulation situation Change role of asking and answering with your partner using pictures, photos that students make themselves 23 Students use the language The student can describe the favorite city 24 Each group does Task and then makes the city’s information, write information or products that they survey They emphasize the comparative structures such as larger, as big as, higher buildings After that they show their work in front of the classroom Plan 25 Students prepare to report about the problem during the task and how to solve the problem 84 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 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