Rationale
One of the primary objectives of foreign language education is to develop students' communicative competence, particularly in speaking, which is defined as the process of conveying meaning through verbal and non-verbal symbols in diverse contexts Speaking is regarded as the most crucial skill in second language acquisition, as effective communication in the target language is essential Traditionally, the teaching of speaking has been undervalued, often reduced to repetitive drills and memorization of dialogues However, with globalization, proficiency in English speaking is now seen as vital for career success Therefore, the aim of teaching speaking should focus on enhancing students' communicative skills, enabling them to express themselves and navigate social and cultural norms in various situations Incorporating classroom activities that foster learners' ability to articulate their thoughts is essential for a comprehensive language curriculum.
However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning speaking in particular does not come up to the study goals
Numerous studies indicate that students frequently experience hesitation and anxiety when speaking the target language in class Despite teachers' attempts to create opportunities for students to enhance their communicative abilities, effectively teaching and learning speaking skills remains a significant challenge for both educators and students in many high schools across Vietnam.
At Van Canh High School, many students view speaking as both crucial and challenging As educators, it's essential to support learners in overcoming these obstacles while maximizing their speaking practice opportunities Mastering effective teaching methodologies, particularly for speaking skills, is vital for teachers However, conducting engaging and effective speaking lessons poses a significant challenge This study aims to enhance my teaching approach and improve student outcomes in speaking proficiency.
All the above mentioned reasons have inspired the writer to conduct a research titled
“Difficulties in teaching English speaking skills to the tenth form students at Van Canh High School.”
Aims and significance of the study
This study investigates the challenges faced by 10th-grade students and English teachers at Van Canh High School in developing English speaking skills It aims to identify the underlying causes of these difficulties and proposes potential solutions to enhance the teaching and learning process.
The study is carried out with the hope to be of some help to improve the effectiveness of English learning and teaching at van Canh High School.
Scope of the study
The study only focuses on the difficulties that 10 th form students and English teachers at Van Canh High school have encountered in speaking skills.
Research questions
(1) What are the difficulties encountered by the English teachers and the 10 th form students in teaching and learning English speaking skills at Van Canh High School?
(2) What are the causes of those difficulties and how to solve them?
Research methods
In order to meet the aims of the study, quantitative method was used Two survey questionnaires were used to collect data for the study
- The first survey questionnaire was carried out on 107 tenth form students from 3 classes at Van Canh High School
- The second one is carried out on 9 English teachers of Van Canh High School
All comments, remarks, recommendations, assumptions and conclusions provided in the study based on the analysis of the statistics from the survey questionnaires conducted with the
10 th form students and English teachers of Van Canh High School.
Design of study
This study consists of 3 parts:
Part A: Introduction presents the rationale, the aims, scope, the method and design of the study The research questions are also mentioned in this part
Part B: The study consists of 3 chapters:
Chapter 1: Literature Review reviews the theory about CLT and speaking skills
Chapter 2: The study – The study setting is presented in this chapter Data collection and analysis are also presented in this chapter
Chapter 3: Findings focuses on the difficulties facing the English teachers at Van Canh High
School and their students in teaching English speaking skills
In the conclusion, key findings of the study are summarized, highlighting effective techniques for English teachers to enhance speaking skills Additionally, the limitations of the research are acknowledged, alongside recommendations for future studies to further explore this area.
Literature review
Communicative approach to language teaching
1.1.1 What is meant by communication?
In Thompson‟s book (2003: 9) “Communication and Language”, he considers that
Communication is an integral aspect of our daily lives, often overlooked in its complexity and significance Before sharing his own thoughts on the subject, he referenced key concepts from Fiske, highlighting the foundational role communication plays in our interactions and understanding.
“Communication is one of those human activities that everyone recognizes but few can definite satisfactorily.” (Fiske, 1990: 1)
“Communication is too often taken for granted when it should be taken to pieces.” (Fiske, 1994: 8)
Thompson emphasizes that communication encompasses various meanings and levels, serving not only to transmit information but also to facilitate the movement of goods and people He aligns with Fiske's perspective that the most pertinent definition of communication is social interaction through messages When defining communication, it is essential to focus on two interconnected aspects: the "social" nature of communication and the element of "interaction."
1.1.2.1 Nature of communicative language teaching
Communicative language teaching integrates both grammatical and functional approaches, emphasizing the importance of understanding language in context According to Littlewood (1981), a key characteristic of this method is its systematic focus on both the functional and structural elements of language, ensuring a comprehensive learning experience.
Communicative language teaching emphasizes the significance of offering learners opportunities to utilize English for effective communication It seeks to incorporate these activities into a comprehensive language teaching program.
1.1.2.2 The techniques of communicative language teaching
The techniques of communicative language teaching are described by features
Nunan (1991a: 279) gives five features to characterize CLT:
+ An emphasis on learning to communicate through interaction in the target language
+ The introduction of authentic texts in to the learning situation + The provision of opportunities for learners to focus, not only on language but also on the learning process itself
+ An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
+ An attempt to link classroom language learning with language activation outside the classroom
Communicative principles, as outlined by Richards and Rodgers (1986), can be effectively applied to teaching various skills across all educational levels The diverse range of activities and exercises associated with communicative language teaching (CLT) makes it challenging to provide a standard description of typical classroom procedures Savignon (1984) highlights various techniques and classroom management strategies linked to CLT, such as group activities, language games, and role plays; however, these methods are not unique to CLT environments.
Johnson and Johnson (1989) offer five core characteristics that underlie current applications of communicative methodology:
Effective language use is crucial for successful communication, as it must align with the specific context, participant roles, and communication objectives Learners should be equipped to navigate both formal and casual speaking styles to adapt to various situations appropriately.
Effective communication in language learning emphasizes the ability to create and comprehend meaningful messages, highlighting the importance of information sharing and transfer in Communicative Language Teaching (CLT) activities Additionally, CLT promotes psycholinguistic processing by engaging learners in cognitive processes that are crucial for successful second language acquisition.
Encouraging risk-taking in learners fosters an environment where they can make educated guesses and learn from their mistakes By pushing beyond traditional teachings, students are motivated to utilize diverse communication strategies, enhancing their overall learning experience.
+ Free practice: CLT encourages the use of “holistic practice” involving the simultaneous use of a variety of sub-skills, rather than practising individual skills one piece at a time
In summary, communicative language teaching is more accurately described as an approach than a strict method It encompasses a range of principles that embody a communicative perspective on language and language acquisition, which can be applied to various classroom practices.
Overview of speaking activities
Effective speaking is crucial to the overall learning process and has garnered significant interest from linguists Numerous definitions of the term "speaking" exist, highlighting its importance in communication According to Kathleen M Bailey (2005: 2), speaking is defined as "the productive, oral skill," emphasizing its role as an active form of expression.
Nguyen and Nguyen (2001) highlight two key aspects of speaking: accuracy and fluency Accuracy refers to the correct use of vocabulary, grammar, and pronunciation, while fluency is the ability to communicate spontaneously, allowing learners to convey their messages despite potential errors Many educators argue that in communicative classrooms, emphasizing fluency through extensive conversational practice is more beneficial than focusing on conversational accuracy Consequently, the importance of fluency and accuracy may vary at different stages of language learning.
Bygate (1987) emphasizes the importance of understanding grammar and vocabulary for effective foreign language speaking He notes that a significant portion of language courses is dedicated to developing these essential skills.
1.2.2 Theories of teaching speaking skills
Brown & Yule (1983) identify two primary functions of language: the transactional function, which focuses on transferring information, and the interactional function, which aims to establish and maintain social relationships Interactional spoken language features topic shifts and short turns, prioritizing social engagement over the accuracy of information, where facts and views are rarely questioned In contrast, transactional spoken language involves longer turns and a clear topic, emphasizing effective information transfer through active negotiation of meaning They conclude that interactional language is "listener oriented," while transactional language is "message oriented."
1.2.2.2 The role of speaking skills in communication approach
In my opinion, those who think the major objective of the students is reading not speaking have ignored some obvious pedagogical facts:
Many believe that proficiency in English is primarily linked to speaking skills When someone mentions that a student excels in English, it often implies that the student is also a competent speaker of the language.
Oral English plays a crucial role in enhancing reading and writing skills, as highlighted by Rivers (1968), who states, "when we read and write, we call upon what we know of the language orally" (p 20) He emphasizes the essential connection between reading and speaking, noting that students who engage in oral English while reading can improve their comprehension Additionally, a student's proficiency in English directly impacts their reading ability; those with weaker oral skills often struggle with reading Furthermore, Rivers argues that writing is also closely linked to oral proficiency, reinforcing the importance of developing oral English to support overall language development.
1.2.3 Characteristics of a successful speaking activity
There are some characteristics of a successful speaking activity which are introduced by
Effective learning environments prioritize learner engagement, with a significant portion of class time dedicated to student discussions While it may seem apparent, many classrooms still experience an imbalance, where teacher talk and pauses dominate the schedule To enhance learning outcomes, it's essential to encourage more dialogue among learners.
+ Participation is even: Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed
High motivation among learners drives their eagerness to engage in conversation This enthusiasm stems from their interest in the topic and their desire to share new insights or contribute meaningfully towards achieving a specific task objective.
+ Language is of an acceptable level: Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy
1.2.4 Principles in teaching speaking in CLT
Language educators and teachers have made great efforts to find out the main principles of teaching speaking
Larsen Freeman (1986) emphasizes that teachers should strive to create a classroom environment that deviates from traditional settings, aiming for a relaxed and comfortable atmosphere He argues that language learning becomes more effective and enjoyable when students engage in a fun and stress-free environment, ultimately facilitating better learning outcomes.
Ur (1996) also set some principles as follows:
+ Take account of the student as a person
+ Reduce anxiety by moving from easy to less easy
+ Maintain a carefully balance between fluency and accuracy
+ Provide good model for students to imitate
+ Provide appropriate stimuli for eliciting speech
+ Prepare well for the class
+ Handle errors sensitively and effectively
According to Ur (1996: 121), there still exist some problems with speaking activities as follows:
Inhibition in language learning often stems from learners' fears of making mistakes, facing criticism, or feeling shy about the attention their speech draws This reluctance to speak in a foreign language during classroom interactions can hinder their ability to communicate effectively.
Many learners, despite feeling unrestrained, frequently express their struggle to find something to say This difficulty often stems from a lack of motivation to communicate, leaving them with only a sense of obligation to speak rather than genuine desire.
Low or uneven participation in large groups often results in limited speaking time for each individual, as only one person can speak at a time to be heard Additionally, when learners share the same mother tongue, they may prefer to use it during discussions because it feels more comfortable and natural, reducing the sense of exposure that comes with speaking in a foreign language.
1.2.6 Factors affecting English speaking skills
Foreign language achievement is influenced by both positive and negative affective factors Positive factors include a student's favorable attitude towards learning, the teacher's motivational approach, discipline during the learning process, proficiency in the student's first language, and the ability to identify similarities between the first and foreign languages Conversely, negative factors encompass a poor attitude towards language learning, lack of motivation and discipline, negative teacher influence, and a tendency to rely on literal translation from the first language Additionally, the social and cultural contexts of the new language play a significant role, as learners come from diverse backgrounds with varying needs, goals, and learning styles Therefore, foreign language teachers should take these affective factors into account to enhance second language acquisition.
1.2.6.1 Aptitude These were reported to have a profound effect on the strategies learners choose, with negative attitudes and beliefs often cause poor strategy use or lack of orchestration of strategies “Aptitude refers to the special ability involved in second language learning.” (Douglous et al 1995) The relationship between aptitude and foreign language learning success is a very important one and various studies, such as Gardner & Lambert (1972), Gardner (1980) and Skehan (1989) have reported that aptitude is a major factor determining the level of success of second language learning (Douglous et al 1995) Students can have a good aptitude for learning This can infer various things, such as:
+ The understanding of the function of words in sentences
+ The ability to understand and use grammatical rules
+ Memory of key words, what they mean and how to use them
Successful foreign language learners may excel in certain aspects of language aptitude while being average in others, demonstrating that strong memory alone can lead to success Teachers cannot change language aptitude but can assess it through specific tests It is essential for educators to acknowledge that aptitude exists in various forms among all learners.
The study
Context of the study
2.1.1 An overview of the research site
Van Canh High School, established in 1985 in a mountainous district of Binh Dinh province, faces significant challenges in teaching English due to limited local opportunities The school serves 958 students across 24 classes, including 10 in the tenth grade, 8 in the eleventh grade, and 6 in the twelfth grade English is a compulsory subject, utilizing the "English 10, 11, 12" textbook series by Hoang Van Van and colleagues, which consists of 16 lessons designed to provide foundational English knowledge Each lesson is structured into 5 periods, focusing on the development of speaking, listening, reading, and writing skills, and aligns with the principles of Communicative Language Teaching.
2.1.2 Description of the students at Van Canh High School
Many students aged fifteen to nineteen from impoverished farming families, including some from ethnic minorities, face challenges in their English education due to their remote locations Although they have studied English for four years in secondary school, with some prior exposure in primary school, their speaking skills remain underdeveloped While students today are more aware of the importance of learning English and show increased motivation compared to previous generations, few express a genuine interest in pursuing university entrance exams in English This lack of enthusiasm results in minimal attention given to English learning, particularly in speaking, as students often revert to Vietnamese when struggling to articulate their thoughts in English Consequently, they are hesitant to practice the language, which hampers their overall proficiency.
2.1.3 Description of the teachers at Van Canh High School
If students are the most important factor in the learning process, teachers are the most important factor in the teaching process There are 9 teachers of English language aged from
A group of energetic individuals aged 24 to 38, all holding B.A degrees and trained at Qui Nhon University, are eager to dedicate their time and effort to teaching Despite their enthusiasm, they face numerous challenges due to their lack of experience and insufficient training.
The term "physical setting" encompasses the environment in which English lessons occur, including the class size, the number of students, and the availability of various teaching materials and equipment.
At Van Canh High School, English teaching primarily occurs in traditional classrooms equipped only with a blackboard and desks, and the English department has limited resources, relying mainly on cassette recorders The class sizes are notably large, with 45 to 50 students per English class, which presents significant challenges for effective teaching and learning.
The lack of accessible reference and self-study materials poses a significant challenge for students, while teachers have the flexibility to seek resources externally Although the school library offers a limited selection of English books, these materials do not effectively support the educational needs of both teachers and students This disparity highlights the difficulties students face in independently finding useful study resources.
In language teaching, computer network technology provides significant advantages for educators However, at Van Canh High School, where I teach English, there is only one computer-equipped room available for all subjects, limiting the use of ICT Consequently, only about 50% of teachers, primarily younger ones, occasionally incorporate technology into their teaching Additionally, the effectiveness of ICT application in language instruction falls short of student satisfaction due to the teachers' lack of experience in this area.
Methodology
A study was conducted involving 107 tenth-grade students and 9 English teachers at Van Canh High School The randomly selected students, aged 16 to 17, included 63 females and 44 males, all hailing from rural areas and having studied English for a minimum of four years The teachers, aged between 24 and 38, all hold a Bachelor's degree and have not traveled to English-speaking countries; their teaching experience ranges from one to 15 years.
To gather data for the study, the researcher employed two questionnaires: one for teachers and another for students The student questionnaire consists of twelve bilingual questions in English and Vietnamese to prevent misunderstandings The teacher questionnaire includes thirteen questions, featuring both multiple-choice and open-ended formats to capture participants' insights The primary aim of these questionnaires is to explore the challenges, experiences, and attitudes of both teachers and students regarding English speaking skills.
Data analysis is the process by which the researcher interprets the data collected from the survey questionnaires They were analyzed quantitatively and presented in tables and charts.
Presentation of statistical results
A total of 107 questionnaires were distributed among students in three different 10th-grade classes, each taught by various teachers The selection of students was made freely to ensure a diverse range of English proficiency levels and attitudes towards the subject, encompassing both male and female participants.
2.3.1 Results and discussions from the questionnaires for the students
The data collected by means of questionnaire for the students at Van Canh High School are analyzed and discussed on the following categories:
The English proficiency levels among students vary significantly, with 60% beginning their studies in secondary school, 13% starting in the third form, 8% in the fourth form, and the remainder commencing in the fifth form This diverse range of backgrounds results in multi-level classes at the start of the academic year, posing challenges for teachers in identifying appropriate teaching methods Table 1 illustrates the students' study results from the previous term, reflecting their progress after four months of high school education.
Number Sex English study result of the previous term
Male Female Excellent Good Fare Bad Very bad
Table 1: Students’ level of language learning
Table 1 reveals that students' linguistic competence is significantly lacking, with only 15.9% demonstrating good skills There are no students categorized as excellent, and a concerning 30% fall into the categories of bad and very bad This situation is attributed to various negative factors and challenges, which will be discussed in the subsequent sections of the research.
● Students’ motivation for learning English
Motivation for learning English Number Percentage (%)
Widen the society, culture and language knowledge 44 41.1
To get a good job in the future 53 50
To communicate with the foreigners 19 17.8
English is the most important mean of communication 42 39.3
Table 2: Students’ motivation for learning English
Motivation plays a crucial role in achieving success in foreign language learning, particularly in enhancing speaking skills Engaging in speaking activities within the classroom is essential for learners to improve However, survey results indicate that a significant portion of students (65.4%) study English primarily because it is a mandatory subject, while only 12.1% are motivated by genuine interest in the language This highlights the need to foster intrinsic motivation to encourage greater participation in speaking activities.
Many students at Van Canh High School believe that learning English is essential for their future careers, with a significant 29% studying the language for entertainment purposes Additionally, 41.1% focus on enhancing their understanding of society, culture, and language, which does not necessarily require speaking skills Overall, the students display a low motivation for learning English, particularly in developing their speaking abilities.
● Students’ attitudes towards learning English speaking skills Question 2 is about the students‟ attitudes towards English speaking skills reading 15% listening 49% writing 21% speaking 15%
Figure 1: Students’ attitudes towards English speaking skills
According to the survey, only 15% of participants identified speaking and reading as the most challenging skills, while a significant 49% reported that listening is their greatest difficulty Additionally, 21% of respondents found writing to be the hardest skill to practice Despite speaking not being perceived as the most difficult skill, the results indicate that students struggle to achieve their desired outcomes in this area, as illustrated in Figure 1.
Students have varied opinions on the speaking topics presented in their textbooks According to the data, 56.1% find these topics suitable and engaging, while 36.3% consider them challenging A smaller group, 12.1%, perceives some topics as boring Overall, it can be concluded that the speaking topics in the textbooks are generally appropriate and interesting, facilitating students' practice during speaking lessons.
0 10 20 30 40 50 60 difficult 36.3 suitable 56.1 easy 0.9 interesting 34.6 boring 12.1
Figure 2: Students’ opinions on the speaking topics in the textbooks
● Frequency of students’ speaking participation
About 16.9 % of the participants admitted that they had never participated in English speaking activities accepted the teacher asked them to do as we can see in Figure 3 And about the same number (12.1%) answered that they usually joined in speaking activities frequently Only 0.9% of the students said they always participated in English speaking activities More than half of them sometimes took part in these activities From these statistics showed that very few students were willing to participate in the speaking activities
Figure 3: Frequency of students’ speaking participation
● Opportunities to use English outside classroom
Van Canh High School, situated in a mountainous district of Binh Dinh province, faces significant challenges regarding English language education, as evidenced by the limited opportunities for students to practice outside the classroom According to recent data, only 1.9% of students have the chance to use English in real-life situations, while over half (50.4%) have never practiced speaking English outside of school Additionally, approximately 47.7% of students report only occasional opportunities to engage with the language This lack of exposure contributes to their relatively low linguistic competence.
Figure 4: Opportunities to use English outside classroom
● Students’ self-improvement of speaking skills
Figure 5: Students’ self- improvement of speaking skills
A: Try to participate in English speaking activities whenever you can
B: Take part in English speaking club at your school
C: Listen and repeat through CD tapes or from the Internet
D: Participate in group practicing inside and outside the classroom
The data reveals a concerning trend among students regarding their efforts to enhance their English speaking skills A significant 53.3% of respondents occasionally engage in speaking activities, yet an overwhelming 87.9% do not participate in the school’s English speaking club Additionally, 33.6% of students never listen to audio resources, and 37.4% refrain from participating in group work both in and out of the classroom Notably, 72.9% of students lack opportunities to converse with foreigners, largely due to the absence of foreign individuals in Van Canh district This lack of self-improvement initiatives is likely to adversely affect their speaking proficiency.
● Students’ attitude towards the teachers’ techniques of teaching speaking skills
Techniques Always Usually Sometimes Never
Table 3a: The frequency of using techniques
Table 3b: Students’ opinions towards teachers’ teaching speaking techniques
The student survey results from Van Canh High School indicate that while English teachers employ a variety of teaching techniques, not all methods align with student interests A significant 88.8% of students express a strong interest in information technology, followed closely by games, which serve as a powerful motivator by encouraging natural conversation and increased participation in speaking activities Additionally, students appreciate the use of real objects and pictures, as well as working in small groups or pairs, which they find effective for enhancing their speaking skills Group work fosters interaction through engaging topics, while students tend to shy away from techniques that require solo presentations, such as storytelling, due to their fear of making mistakes.
● Students’ difficulties in speaking lessons
The analysis of student difficulties reveals varied challenges in understanding task requirements, with only 0.9% struggling consistently, while 57.9% report no issues However, a significant 56.1% of students experience difficulty generating ideas for speaking Vocabulary and structural limitations affect the majority, as only 23.4% claim they have never faced this problem Additionally, fear of losing face inhibits many students, with only 16.8% feeling confident enough to speak without fear of mistakes, and a mere 3.7% claiming they are never afraid to speak in front of new peers Opportunities for speaking and receiving teacher feedback are crucial, as over half of the participants indicate a lack of speaking opportunities Pronunciation also poses a challenge, with only 21.5% stating they never encounter pronunciation issues.
Difficulties Always Usually Sometimes Never
Lack of vocabularies and structures 16 15 39 36.4 37 34.6 25 23.4 Have no opportunities to speak 8 7.5 68 63.6 29 27.1 12 11.2 Afraid of making mistakes 14 13.1 38 35.5 37 34.6 18 16.8
Pronunciation problems 22 20.6 27 25.2 35 32.7 23 21.5 Lack of society knowledge 11 10.3 17 15.9 50 46.7 39 36.4
Table 4: Students’ difficulties in speaking lessons
Several factors influence Van Canh students' participation in English classroom activities, particularly in speaking skills A significant challenge is the students' low communicative competence, which affects 66.4% of them Additionally, shyness is a notable barrier, impacting 47.7% of the students Furthermore, inadequate facilities and lack of authentic materials contribute to the difficulties faced during speaking lessons.
The aims of study English is not for communicative 18 16.8
Table 5: Factors affecting Van Canh students’ participating in English classroom activities
● Students’ expectation from the teachers
Question 9 Interrupt you to correct 41 38.3%
Get angry and interrupt you to correct 20 18.7%
Wait until you finish, point out the mistakes and correct 51 47.7% Wait until you finish, point out the mistakes and ask your classmates to correct
Not angry with you and not interrupt you 54 50.5%
Give marks or add marks if you participate in the speaking activities regularly
Praise you to the class 44 41.1%
Increase the use of visual aids 50 46.7%
Increase the use of language games 70 655.4%
Increase the use of information technology 50 46.7%
Table 6: Students’ expectation from the teachers
Question 9 and question 12 from the questionnaire aim at finding out the students‟ expectations from the teachers The results from Table 6 indicate that the majority of the students (68.2%) wish their teachers varied their teaching techniques more often The next one is that the teachers should increase the use of language games as we know game is a strong motivating factor in language learning As a compulsory subject, so we won‟t be surprised at the third rank of the statistics, 56.1% of the informants say that they like giving marks when they take part in the speaking activities frequently More than half of the participants expected that they are not interrupted when they make the mistakes and the same number of the participants (50.5%) like being praised to the class 46.7% of the students expect the teachers should use more visual aids and information technology In the bottom of the statistics, 38.3% of the students wish to take part in extra activities such as English speaking club, quizzes, etc…
2.3.2 Results and discussions from the questionnaires for the teachers
9 copies of the questionnaire distributed to 9 English teachers at Van Canh High School were responded and the data are analyzed in this part of the study
●The teachers’ age and their teaching experience
The teachers’ age Number Number of working years
Table 7: The teachers’ age and their teaching experience
An analysis of the personal information in Table 7 reveals that only three teachers at Van Canh High School have a decade of teaching experience, indicating a lack of extensive experience among the English faculty However, all teachers have received training in Communicative Language Teaching (CLT) through university programs or workshops, and 100% implement CLT methodologies in their speaking skills instruction They unanimously agree that the primary goal of teaching speaking is to enable effective communication among students Additionally, over half of the teachers (55.6%) believe that enhancing students' vocabulary, practicing grammar structures, and improving pronunciation and intonation are also essential objectives of teaching speaking skills.
● Teachers’ attitude towards speaking skills
Findings
Difficulties from the students
Motivation is crucial for success in learning a second language, particularly in developing speaking skills Unfortunately, students at Van Canh exhibit a lack of positive attitude and motivation towards English Only 12% of participants find English interesting, while a significant 65.4% view it merely as a mandatory subject This perception leads to a focus on written examinations, causing students to neglect the importance of spoken language.
3.1.2 Anxiety or lack of confidence
Many students struggle to comprehend their teacher's instructions in class, leading to difficulties in responding to questions They may hesitate to ask for clarification due to fears of appearing incompetent in their English skills, which can result in a loss of face To avoid drawing attention to their lack of understanding, they often remain silent and avoid eye contact with the teacher In oral English classes, speaking proficiency is readily assessed by peers, and the desire to maintain face can further inhibit their willingness to participate in discussions.
In English classrooms, students often fear making mistakes and receiving negative evaluations from their peers, particularly in the diverse environment of the tenth form, where many students come from different schools This fear leads to reticence, as they believe they can improve their language skills in isolation, practicing English until they feel confident However, the anxiety of being laughed at by classmates can hinder their willingness to speak up in class Oral communication poses a significant threat to their self-esteem, as students strive to avoid situations that could result in losing face or being judged negatively by others.
Students learning a foreign language often feel evaluated by teachers and peers, leading to anxiety about their language skills Those who perceive their English proficiency as inadequate may minimize their speaking attempts or avoid speaking altogether This reluctance significantly limits their opportunities to practice the target language, contributing to their slow progress in speaking skills.
A strong vocabulary and mastery of language structures are crucial for effective communication and overall success Expanding your vocabulary enables the use of more descriptive language, enhancing your ability to convey thoughts clearly and understand information better This linguistic proficiency allows for more vivid expression in conversations However, students at Van Canh High School have reported challenges in articulating their ideas during speaking lessons due to a lack of sufficient vocabulary and structural knowledge.
3.1.4 Lack of opportunities to use English in real life
The study highlights a lack of opportunities for Van Canh High School students to practice English outside the classroom, as they seldom encounter foreigners or participate in extracurricular activities like English speaking clubs and quizzes This limited engagement in real-life communication hinders their ability to improve their English skills effectively.
3.1.5 Low linguistic competence and low communicative competence
Many students at Van Canh High School struggle with English speaking activities due to their low proficiency in the language Despite having studied English in primary and secondary school, their vocabulary and understanding of English structures remain limited While they acknowledge the significance of speaking skills in language learning, their lack of interest and engagement in speaking lessons hinders their progress.
Many teachers have expressed concerns about students frequently using their mother tongue during pair and group work in speaking lessons Data analysis reveals that students often engage in conversations in their native language during practice sessions, leading to noise and time wastage This behavior significantly hampers the development of speaking skills, as students' limited English vocabulary and grammatical structures hinder effective communication.
Despite the expectation that a communicative teaching-oriented syllabus would enhance students' oral communication skills, many learners still struggle with significant pronunciation errors that hinder effective communication This issue arises primarily because individuals tend to rely on the phonetic sounds of their native language when learning a second language Students at Van Canh High School have expressed their difficulties with pronunciation, which negatively impacts their engagement in speaking activities.
Difficulties from the teachers
Data from the returned questionnaires indicate that there are two teachers over the age of 35 who, while more experienced, are not significantly better qualified than their younger counterparts These teachers were trained using the Grammar-Translation method and have only a limited understanding of Communicative Language Teaching (CLT), having learned the term without grasping its practical application They are working to enhance their knowledge of CLT through self-study or additional training.
Other difficulties
At Van Canh High School, while many teachers implement Communicative Language Teaching (CLT) in their classrooms, there are persistent misconceptions surrounding its application Notably, half of the educators perceive CLT as solely focused on developing speaking skills, mistakenly believing that the primary objective of teaching these skills is limited to enhancing communication.
Large class sizes, typically around 50 students, can significantly heighten anxiety for those who struggle with public speaking The fear of losing "face" in front of a large audience often leads these students to avoid participating altogether This environment not only limits opportunities for individual expression and teacher feedback but also contributes to chaos during group activities, making it challenging for educators to maintain control.
Many educators express concerns that a 45-minute lesson is insufficient for students to thoroughly engage with textbook topics after receiving guidance Additionally, some textbook subjects lack real-life relevance, requiring students to invest significant time in preparation before discussions Engaging topics also demand considerable discussion time In lower-level classes, teachers often spend a substantial portion of the lesson explaining instructions to ensure student comprehension.
Van Canh High School, located in a mountainous district, faces significant challenges in providing students access to information technology and reference materials.
Teachers at Van Canh High School unanimously agree that inadequate equipment significantly hampers foreign language instruction, particularly in developing speaking skills About 55.5% of educators acknowledge their students' interest in information technology; however, the limited availability of a single, fully-equipped room for all subjects restricts their ability to incorporate these tools into their teaching effectively.
Summary of the study
Teaching speaking is crucial in foreign language acquisition, as effective communication in a second language enhances learners' success academically and in life Language instructors should prioritize speaking skills over rote memorization by creating an environment that fosters meaningful communication Engaging in diverse speaking activities helps students develop essential interactive skills, making the learning process more active, enjoyable, and relevant.
This study aims to explore the challenges faced by students and teachers at Van Canh High School, identifying their causes to develop effective solutions It is structured into three parts: the introduction outlines the rationale, objectives, scope, methodology, and study design; Chapter 1 discusses the communicative approach to language teaching and speaking skills; Chapter 2 presents the study's context and data collection, highlighting the main difficulties and their causes in Chapter 3 The final section summarizes the findings and offers suggested solutions to address the identified issues, along with acknowledging the study's limitations and proposing areas for further research.
2 Suggestions Now many linguistics and English teachers agree that the goal of teaching speaking skills is communicative efficiency To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output Learners learn to speak in the second language
Suggestions
This study aims to address specific challenges faced by students and teachers at Van Canh High School regarding English speaking skills The author offers recommendations to enhance the teaching and learning experience, focusing on practical solutions to improve these skills.
2.1 Motivate students to participate in the speaking skills lessons
Effective language learning hinges on understanding students' interests, motivations, and attitudes While motivation and attitudes may not be immediately visible in the classroom, student interest—largely influenced by the teacher's approach—plays a crucial role in engagement A well-conducted class can captivate students' attention, while a lackluster approach may lead to passivity, with students disengaging and losing focus.
The primary role of a teacher is to create learning opportunities rather than simply impart knowledge Students must take responsibility for their own learning and actively engage in the process To encourage participation in speaking activities, it is crucial to design tasks that align with students' skill levels and pique their interest Captivating students' attention is vital for executing successful language learning activities As language educators, we should employ various motivational strategies to inspire our students.
Creating a comfortable and accepting classroom environment is essential for fostering student participation and success Teachers should focus on activities that highlight students' strengths rather than their limitations, promoting a sense of achievement A relaxed atmosphere encourages self-motivation, allowing students to express themselves openly in front of the class This facilitates genuine communication among teachers and students, as well as among peers, while recognizing individual interests and fostering personal connections.
Students may remain silent in class due to boredom or activities that are not appropriately challenging This can lead to disengagement, where they either finish tasks quickly or converse in their native language To address this, it's essential to evaluate the speaking activities used in the classroom to ensure they engage students and foster a genuine need for communication Implementing a balanced approach that incorporates a variety of input and output activities can motivate learners of all proficiency levels, including beginners, and enhance effective language learning.
To improve classroom activities, it's essential to diversify teaching techniques, particularly through pair and group work in English speaking skills classes These methods foster effective collaboration, allowing students to seek and offer assistance within smaller groups Participants often find these activities rewarding, especially when their contributions are recognized and directly impact the group's success.
Games have traditionally served as a refreshing break from standard classroom routines, fostering a competitive spirit that enhances student engagement Incorporating game-playing into language classes offers numerous benefits, as it allows teachers to transform textbook tasks into interactive activities, creating a more inviting and dynamic learning environment.
Incorporating visual aids and information technology into presentations significantly enhances the learning experience for students These tools transform traditional lecture formats by enriching the delivery of information with vibrant colors, engaging examples, and dynamic visuals, making presentations more memorable Visual aids cater to diverse learning styles by aligning verbal messages with visual elements for visual learners, utilizing charts and graphs for auditory learners, and promoting hands-on activities for tactile learners Ultimately, the use of visual aids fosters greater audience participation and interaction, making the learning process more effective.
Engaging in debates and participating in discussions allows students to understand multiple perspectives on various issues Additionally, interviewing others and taking part in dramatic presentations enhance their communication skills Sharing personal experiences can be particularly enjoyable for students, and when provided with guidance on effective storytelling techniques, they can significantly improve their narrative abilities.
2.1.3 Provide more interesting topics to motivate students’ participation
Engaging speaking topics related to personal experiences greatly enhanced classroom dynamics at Van Canh High School Survey data revealed that most students and teachers found the textbook topics interesting and appropriate; however, a small number felt some subjects were irrelevant and dull To address this, teachers can modify textbook topics to better resonate with students' lives Additionally, the questions posed by teachers should encourage students to think critically, generate new ideas, and provide thoughtful responses.
2.1.4 Encourage students to participate in the speaking activities
To encourage consistent English speaking in class, teachers can implement a reward system for students who use English most frequently throughout the week Alternatively, a forfeit system can be established for those who often revert to their native language This can be tracked using a "penalty" jar, where students must place a ticket in the jar each time they speak in a language other than English At the week's end, the tickets are counted, and the student with the fewest tickets is recognized for their efforts.
To enhance student motivation for speaking, consider incorporating a portion of their final grade based on speaking skills, ensuring they understand that their speaking practice will be assessed throughout the term For lower-level students who struggle to formulate questions in English, dedicating ten minutes for discussion in their native language can be beneficial This approach allows students to express their thoughts more freely, reducing disruptions during the rest of the lesson and fostering a more productive learning environment.
Effective mistake correction methods significantly influence student motivation Teachers should provide appropriate strategies for correcting errors and maintain a calm demeanor when students make mistakes Interrupting students during their speech for corrections should be avoided, as it can hinder their confidence Positive feedback is essential in encouraging shy students to participate more actively Implementing self and peer correction techniques fosters greater involvement in speaking activities It's crucial to create an environment where students understand that mistakes are a natural part of language learning, allowing them to feel more confident and willing to engage in conversation.
In the 21st century, technology plays a crucial role in education, offering significant advantages to those who leverage it effectively To enhance the quality of English speaking skills instruction, educators must prioritize classroom facilities that support technological integration It is essential for teachers to stay informed about the rapid advancements in technology and explore the latest applications of Computer-Assisted Language Learning (CALL) within their teaching environments.
2.2 Help students to be confident
Overcoming a lack of confidence is a common challenge that requires consistent practice To help students build their confidence, start by having them speak in front of small groups of three or four before gradually increasing the audience size It's essential to engage every student in speaking activities, so explore various methods of participation to ensure inclusivity and encourage growth in their speaking abilities.
Limitations of the study
The duration of the research is insufficient for a comprehensive exploration of the challenges faced by both students and teachers at Van Canh High School.
Data collected via questionnaires often yields limited and potentially inaccurate information, as respondents may primarily share their beliefs or personal thoughts rather than objective facts.
This study focuses specifically on the challenges faced by students and teachers during speaking lessons at Van Canh High School Future research should explore additional aspects related to this topic.
+ A study on the tips which help to successfully organize speaking activities in Van Canh High school
+ A study on the effective techniques and activities to motivate Van Canh High School students to participate in speaking lessons
+ How to develop Van Canh High School students speaking skills
The author expresses optimism that future research will address the limitations of this study and enhance the quality of English teaching and learning at Van Canh High School, aligning with contemporary foreign language education goals.
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Phiếu điều tra này được thiết kế để thu thập ý kiến của học sinh lớp 10 trường THPT Vân Canh, phục vụ cho nghiên cứu về những khó khăn trong việc dạy học nói tiếng Anh theo chương trình chuẩn Những câu trả lời của các em sẽ đóng góp quan trọng vào nghiên cứu, giúp cải thiện phương pháp dạy nói tiếng Anh tại trường Xin lưu ý rằng ý kiến của các em chỉ được sử dụng cho mục đích nghiên cứu và không có mục đích khác.
Xin chân thành cảm ơn sự hợp tác của các em!
Xin các em vui lòng điền vào những thông tin cá nhân sau:
Tuổi:……… Giới tính: Nam Nữ
Số năm học tiếng Anh………… Nơi ở: Nông thôn Thành thị
Hãy đánh dấu (√) vào những câu trả lời em cho là phù hợp:
1 Kết quả môn tiếng Anh của em trong học kỳ vừa qua là:
Yếu Kém Trung bình Khá Giỏi
2 Trong các kỹ năng học tiếng Anh em thấy khó nhất là :
Kỹ năng nghe Kỹ năng nói Kỹ năng đọc Kỹ năng viết
3 Tại sao em học tiếng Anh?
Là môn học bắt buộc trong chương trình phổ thông
Phục vụ mục đích giải trí như: nghe nhạc, chơi games, đọc sách báo v.v…
Mở mang hiểu biết về ngôn ngữ ,văn hóa và xã hội
Mở rộng cơ hội trong tương lai, ví dụ như nghề nghiệp, thăng tiến…
Giao tiếp với người nước ngoài
Tiếng Anh là công cụ giao tiếp quan trọng
Các lý do khác (xin em vui lòng ghi rõ là lý do gì?) ………
4 Theo em các chủ đề nói trong sách giáo khoa tiếng Anh lớp 10 ( chương trình chuẩn )mà em đang học là:
Rất thú vị Nhàm chán
Phù hợp Không phù hợp
Ý kiến khác (xin em vui lòng ghi rõ là ý kiến gì?)………
5 Mức độ tham gia vào các hoạt động nói tiếng Anh trên lớp của em như thế nào?
Thỉnh thoảng Không bao giờ ( ngoại trừ khi giáo viên gọi)
6 Em có cơ hội thực hành nói tiếng Anh ngoài lớp học của em hay không?
Có nhiều cơ hội Thỉnh thoảng Không bao giờ
7 Em làm gì để trau dồi kỹ năng nói tiếng Anh của mình:
(1 luôn luôn; 2 thường xuyên; 3 thỉnh thoảng; 4 không bao giờ)
Tham gia tích cực vào các hoạt động nói trên lớp khi có cơ hội sẽ giúp cải thiện khả năng giao tiếp Ngoài ra, việc tham gia các hoạt động ngoại khóa như câu lạc bộ tiếng Anh tại trường cũng là một cách hiệu quả để nâng cao kỹ năng ngôn ngữ và mở rộng mối quan hệ xã hội.
Nghe và đọc theo băng đĩa hình hoặc qua internet Tham gia tập nói tiếng Anh theo nhóm trong và ngoài lớp học Nói chuyện với người nước ngoài
Các hoạt động khác (xin em vui lòng ghi rõ là hoạt động gì?)
8 Giáo viên của em có tổ chức các hoạt động sau trong giờ học nói không, em thích hoạt động nào và không thích hoạt động nào:
(1 luôn luôn; 2 thường xuyên; 3 thỉnh thoảng; 4 không bao giờ)
1 2 3 4 Thích Không thích Trò chơi
Sử dụng tranh ảnh, vật thật, …
Sử dụng trang thiết bị máy móc, công nghệ thông tin…
Phỏng vấn Đóng vai Tranh luận Thuyết trình
Kể chuyện Thảo luận theo nhóm Thực hành theo cặp Những hoạt động khác (xin em vui lòng ghi rõ là hoạt động gì?) ………
Theo em các hoạt động này có phù hợp với em hay không?
Có Không Nếu không thì chúng có vấn đề gì?………
9 Nếu em mắc lỗi trong khi nói giáo viên của em thường:
Ngắt lời em để chữa lỗi
Giận dữ và ngắt lời em để chữa lỗi
Đợi cho em nói xong rồi chỉ ra lỗi và chữa
Đợi cho em nói xong rồi chỉ ra lỗi và gọi các bạn trong lớp chữa
Các cách khác(xin em vui lòng ghi rõ là cách gì?)………
10 Trong các tiết học kỹ năng nói em có gặp các khó khăn sau không:
(1 luôn luôn; 2 thường xuyên; 3 thỉnh thoảng; 4 không bao giờ)
Em không hiểu yêu cầu của bài thực hành( hay yêu cầu của giáo viên)
Em không có ý nào để nói
Em không diễn đạt được ý vì thiếu từ vựng và cấu trúc Lớp quá đông nên em không có cơ hội để nói
Nhiều người cảm thấy ngại khi nói tiếng Anh trước lớp vì lo sợ mắc lỗi Cảm giác này càng tăng lên khi họ không quen biết các bạn xung quanh Thêm vào đó, việc phát âm tiếng Anh không chuẩn cũng khiến họ thiếu tự tin trong giao tiếp.
Thiếu hiểu biết về văn hóa và các lĩnh vực khác trong đời sống xã hội có thể dẫn đến nhiều khó khăn trong giao tiếp và hòa nhập Những khó khăn này bao gồm việc không hiểu rõ phong tục tập quán, thiếu kiến thức về lịch sử và giá trị văn hóa, cũng như những trở ngại trong việc xây dựng mối quan hệ xã hội Điều này không chỉ ảnh hưởng đến cá nhân mà còn tác động đến cộng đồng và sự phát triển bền vững của xã hội.
11 Theo em những tác nhân nào làm cho em gặp các khó khăn trên:
Mục đích học tiếng anh của em là không phải để giao tiếp
Cách dạy của giáo viên tẻ nhạt
Giáo viên ít sử dụng dụng cụ trực quan như tranh ảnh, vật thật…
Không có đầy đủ các trang thiết bị về công nghệ thông tin nên không gây hứng thú để em nói
Cách sửa lỗi của giáo viên không phù hợp
Do bản tính rụt rè, nhút nhát, hay e thẹn…
Do các bạn trong lớp đều mới nên làm cho em ngại giao tiếp bằng tiếng anh
Kỹ năng giao tiếp kém
Cách bố trí bàn ghế trong lớp học không phù hợp
Các nguyên nhân khác (xin em vui lòng ghi rõ là nguyên nhân gì?) ………
12 Theo em giáo viên phải làm gì để các em hăng say tham gia vào các hoạt động nói:
Không ngắt lời, không la mắng khi các em mắc lỗi
Thường xuyên thay đổi cách tổ chức các hoạt động nói
Cho điểm hoặc cộng điểm nếu em tham gia thường xuyên
Tuyên dương khen ngợi trước lớp
Tăng cường sử dụng dụng cụ trực quan, công nghệ thông tin trong các giờ học nói
Tăng cường tổ chức trò chơi ngôn ngữ trong các tiết hoc nói để em tham gia nói tự nhiên hơn
Thường xuyên tổ chức các hoạt động ngoại khóa như câu lạc bộ nói tiếng anh, đố vui để học, …
Các cách khác(xin em vui lòng ghi rõ là cách gì?)………
This survey aims to investigate the challenges faced in teaching English speaking skills to tenth-grade students at Van Canh High School Your feedback is crucial for the success of this research, and all responses will be used solely for academic purposes, ensuring your anonymity in any data discussions Your cooperation is greatly valued.
Thank you very much for your co-operation!
Please feel free to write down some information about yourselves!
Age: ……… Gender: male female Years of learning English: ……… Address: rural city
Questions Put tick(s) (√) to choose the suitable answer(s) for the following questions :
1 Your result in the last term is… :
Very bad Bad Fare Good Excellent
2 According to you, which skill is the most difficult?
3 Why do you learn English?
A compulsory subject English is interesting For entertainment Widen the society, culture and language knowledge To get a good job in the future
To communicate with the foreigners English is the most important mean of communication Others (please specify) ………
4 What do you think about the speaking topics in the textbook “Tieng Anh 10”?
interesting boring difficult easy all right not suitable others (please specify) ………
5 How often do you take part in speaking activities in your class?
6 Do you have opportunities to speak English outside your classes?
7 What do you do to improve your English speaking skills?
Try to participate in English speaking activities whenever you can Take part in English speaking club at your school
Listen and repeat through CD tapes or from the Internet
Participate in group practicing inside and outside the classroom Talk to foreigners
Try to participate in English speaking activities whenever you can Others (please specify) ………
8 What activities do your teachers often do in your English speaking classes? Which activities do you like and which activities do you dislike? (1 always; 2 often; 3 sometimes; 4 never )
Games Using pictures, real objects Using information technology Drama
Debate Presentation Story telling Group works Pair works Others (please specify) ………
Do you think your teachers‟ techniques of teaching speaking are suitable for you? Yes No
If no, what are the problems? ………
9 If you make mistakes during your performing, your teachers often:
Interrupting to correct someone can manifest in different ways: some may get angry while doing so, while others might wait until the task is completed to point out mistakes Alternatively, there are those who will highlight errors after the task is finished and encourage both the individual and their classmates to engage in the correction process.
10 Do you encounter any difficulties in your English speaking classes?
Not understand the requirements Lack of ideas
Lack of vocabularies and structures Have no opportunities to speak Afraid of making mistakes Being afraid of the strange partners Pronunciation problems
Lack of society knowledge Others (please specify) ………
11 What factors cause the above difficulties?
The aims of study English is not for communicative Boring topics
Teachers‟ techniques are boring Lack of authentic materials Lack of facilities
Unsuitable teachers‟ correction ways Students‟ shyness
Being afraid of the strange partners Low communicative competence Classroom setting
The aims of study English is not for communicative
12 According to you, what should your English teachers do to encourage you to participate in English speaking activities?
Do not angry with you and do not interrupt you Vary the teaching techniques
Give marks or add marks if you participate in the speaking activities regularly Praise you to the class
Increase the use of visual aids Increase the use of language games Increase the use of information technology Organize extra activities regularly such as: English speaking clubs, quizzes, etc…
ONCE AGAIN THANK YOU VERY MUCH FOR YOUR ASSISTANCE!
This survey aims to investigate the challenges faced in teaching English speaking skills to tenth-grade students at Van Canh High School Your valuable responses are crucial for the success of this research Rest assured, the data collected will be used solely for research purposes and will remain anonymous in any discussions Your cooperation is greatly appreciated.
Thank you very much for your co-operation!
Please feel free to write down some information about yourselves!
Gender: male female Years of teaching English:………
Put tick(s) (√) to choose the suitable answer(s) for the following questions:
1 Have you ever been trained in Communicative Language teaching (CLT)?
If yes, where and how many times:………
2 Do you apply CLT in your teaching speaking skills to your students?
If no, what method do you use:………
3 In your opinions, speaking skills are………
as important as other skills
not so important as other skills
4 In your opinion, the aim of teaching speaking at your school is to enable the students:
To practice pronunciation and intonation
5 What do you think about the speaking topics of the textbook “Tieng Anh 10” ( Basic stream)?
6 What activities do you often do in your English speaking classes?
Pair work Group work Interview Using pictures, real objects Play games
Drama Debate Role play Story telling Presentation Others (please specify) ………
7 Do you always use English in your classes?
If no, specify the reasons………
8 Do you encounter any difficulties in your teaching speaking skills to the tenth form students?
Lack of teachers‟ self- confidence
Students‟ use of mother- tongue during group work/ pair work
Large and multi-level classes
Difficult and boring speaking topics
9 When your students reluctant to speaking English in classes, you usually……… Get angry and ask them to stand
Encourage them to speak by asking easier questions Let them sit down and never ask them again
10 When your students show low motivation in speaking lessons, you often…
Change the atmosphere of the class (play games, sing an English song…)
Suggest interesting topics for discussion
Go on discussing that topic
11 How do you deal with students‟ low linguistic competence?
Give students time to prepare
Simplify the speaking topics and tasks
12 What do you do to prevent your students from using Vietnamese in speaking classes?
Go round more often to check students‟ practising
Remind them to speak English
13 What, do you think, should be done to improve teaching speaking skills to the tenth form students at Van Canh High School?
Vary the techniques you are using
Have further training on teaching methods
Attend workshops or seminars on CLT to exchange teaching experience
Have self-improvement in methodology as well as linguistic competence
Adapt the speaking tasks to suit the students
Organize extracurricular activities more regularly
ONCE AGAIN THANK YOU VERY MUCH FOR YOUR ASSISTANCE!
Some adapted speaking activity samples
Unit 1: A DAY IN THE LIFE OF……
Task 1: (P14) Game: “face to face”
To engage students in a fun learning activity, the teacher can form a circle with eight to ten students at the front of the class Each student takes turns naming a subject they are familiar with; those who cannot name a subject are eliminated from the game The last student remaining in the circle is declared the winner, fostering a competitive yet educational environment.
Through this game students can remember the words deeply Moreover, they can have chances to practice speaking and listening, too
Unit 5: TECHNOLOGY AND YOU Task 1: (P56)
Game1: “Tell what you see”
Ask the students to glance the pictures below, then tell the name of the machines they saw Who can tell the most will be the winner
For the classes with good students the game “stepping stones” can be used
Divide the class into two teams and conceal the images with "stones" placed in a "river." Each team selects a "stone" to step on, revealing the picture underneath Once uncovered, students must engage in a Q&A session about the images.
A: Can / could you tell me what a cell phone is used for?
B: Well, it is used to talk to people when you are away from home
If they can't talk they'll be eaten by crocodile Who is the survivor will be the winner
Unit 13: FILMS AND CINEMA Warm- up
Game 1: “Talk what you see”
Ask the students to glance the pictures below, then tell the name of the kinds of film they saw Who can tell the most will be the winner
Love story film (Romantic film) Cartoon