Học tiếng Anh cùng người nổi tiếng: Angelina Jolie tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn...
NGUYN TRUNG HOÀ TI SAO NGI VIT NÓI TING ANH KHÔNG HAY? VÀ NHNG K NNG HC TING ANH CN BIT HÀ NI 2007 Không hc không bit! Hc ri s bit Nguyn Trung Hoà nguyentrunghoa@gmail.com TI SAO NGI VIT NÓI TING ANH KHÔNG HAY? VÀ NHNG K NNG HC TING ANH CN BIT Không hc không bit! Hc ri s bit Nguyn Trung Hoà nguyentrunghoa@gmail.com Có ln nghe đâu đó câu hi “Vì sao dân Vit mình nói ting Anh không hay, rt khô?” Tôi cng mun bình lon đôi chút v vn đ này. Mt mt, bo dân mình nói ting Anh nghe c chui quá, sai, vì vn còn n và d nghe hn khi dòng ting Anh nh Anh-Tàu, Anh-Thái, Anh-Trung ông, Anh-n, Anh-Phi . Nhng mt khác, bo dân mình nói ting Anh hay thì cng sai luôn, nghe ngang phè, ch đc cái d nghe. Ting Vit c bn là âm đn, đc bit ging Bc khá thun, không có các ging nng và âm tit đc trng (accent), nên hc các ngoi ng khác không b nh hng nhiu v accent. Tuy nhiên, ting Vit nói không có trng âm và ng điu (vì đã có đ 5 thanh ri, ng điu làm gì na), nên hc các ting ca châu Âu thng cng nói ngang ngang và đu đu nh ting Vit, nhng cng nh th mà d nghe (nu nói chm và rõ tng ch). Tuy nhiên, tìm hiu nguyên nhân v mt môi trng nh trên cng ch đc gì vì “tri sinh ra th”. Tôi xin đa ra mt s kinh nghim bn thân trong khi luyn ging nói. Làm gì, ngi ta cng d mc mt s đim vng mc dn đn sai lm (pitfalls), khin vic thc hin khó thành công theo ý mun. Nói ting Anh cng không là ngoi l. Trc ht, có nhng đim d mc cn tránh khi hc nói ting Anh nh sau: 1. “ch ngi đáy ging” Ngi ta thng khá thin cn nu cha đi sâu vào mt vn đ nht đnh, đc bit khi mi bt đu hc hay tp luyn mt cái gì đó. S thin cn “ch ngi đáy ging” này dn đn các h qu là: a. t mc tiêu không cao: Trc khi làm gì ta cng phi đt ra mc tiêu rõ ràng đ giúp cho vic thc hin có đnh hng (ngi phng Tây gi đó là phng pháp Backcasting). Nhng thông thng khi ngi ta kém (do mi bt đu hc) nên hay b mc bnh “ch ngi đáy ging”, không bit th nào mi là đt yêu cu, cha nói th nào mi là gii thì gn nh không có khái nim. Khi ngi ta mi hc ting Anh, nu thy mt ngi nói chuyn đc vi ngi nc ngoài đã thy là kinh lm, và ch mong đc nh th là tho mãn lm ri. Ri khi bt đu tm to có chút cn bn, thì li thn tng nhng ngi “phun ting Anh nh gió” (bt lun h nói đúng hay sai). Thông thng, ngi Vit mình cng ch đt mc tiêu đn th là ht, nên khi đã nói ting Anh đc lu loát, “nh gió”, thì thng t tho mãn mình mà không c gng trau di, nâng cp nó lên na. c bit nhng ngi hc chuyên v ting Anh các trng Ngoi Ng, hay hn na là ngi đc đi nc ngoài thì càng coi thng, vì ngh rng mình có điu kin và môi trng nh th, th nào mà ch gii ting Anh nói chung và nói ting Anh nói riêng. Vi mt suy ngh “u tr” dng vy, nên t l nhng ngi gii ting Anh cng nh nói ting Anh hay ngi Vit là rt khiêm tn, không ngoi l nhng ngi có điu kin đi hc bng ting Anh, k c Vit Kiu. Không hc không bit! Hc ri s bit Nguyn Trung Hoà nguyentrunghoa@gmail.com Vì vy, đ có th đt mt kt qu cao trong hc ting Anh ln nói ting Anh, ta cn phi đt mc tiêu rt cao. Riêng v chuyn nói, thì ta phi ly mc trn là các chính khách M hay Anh (nhng ngi có tài hùng VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí Học tiếng Anh người tiếng ANGELINA JOLIE CONTENTS: The Reading / Tapescript Synonym Match and Phrase Match Listening Gap Fill Choose the Correct Word Spelling Put the Text Back Together Scrambled Sentences Discussion Student Survey 10 Writing 11 Homework 12 Answers 13 VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí THE READING / TAPESCRIPT Angelina was born in LA in 1976 She loved movies and started acting classes to follow her dream of movie stardom She was rebellious and became a punk with dyed purple hair and tattoos Her movie career took off in 1997 and within a few years she had won an Oscar Her 2001 role as Lara Croft in the blockbuster “Tomb Raider” shot her to international fame Angelina hasn’t limited her career to acting She became involved in humanitarian work while filming in Cambodia She is now a UN Goodwill Ambassador, visiting refugee camps in poor countries She donates large sums of money to help the plight of underprivileged people She has effectively used her stardom to highlight world problems Unfortunately, Jolie’s personal life has come to overshadow her other pursuits The tabloids are obsessed with her relationships, especially the current one with Brad Pitt The couple is now referred to not as Brad and Angelina but as “Brangelina” The media seem more caught up with what they eat and drink than the important humanitarian work Angelina continues to Helping other people is what truly motivates Angelina In 2001, she said: “We cannot close ourselves off…and ignore the fact that millions of people are out there suffering.” In addition to acting awards, she has received wide recognition for her humanitarian work She became the first winner of the UN’s Citizen of the World Award It seems likely more accolades will follow VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí SYNONYM MATCH: Match the words from the article on the left with their synonyms on the right Are your answers the same as other students’? Paragraphs and rebellious a became successful took off b gives shot c restricted limited d wayward donates e difficulty plight f rocketed Paragraphs and overshadow g awards obsessed h inspires caught up i pay no attention to 10 motivates j eclipse 11 ignore k gripped 12 accolades l involved PHRASE MATCH: Match the following phrases from the article started acting classes to follow her a her career to acting “Tomb Raider” shot her b more accolades will follow Angelina hasn’t limited c with her relationships help the plight of d to international fame She has effectively used her stardom e up with what they eat The tabloids are obsessed f dream of movie stardom The media seem more caught g to highlight world problems Helping other people is what h underprivileged people millions of people are i truly motivates Angelina 10 It seems likely j out there suffering VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí LISTENING GAP FILL: Angelina was born in LA in 1976 She loved movies and started acting classes movie stardom She was rebellious and became a punk with Her movie career took off in 1997 and within a few years she had won an Oscar Her 2001 role as Lara Croft in the blockbuster “Tomb Raider” fame Angelina to acting She became involved in humanitarian work while filming in Cambodia She is now a UN Goodwill Ambassador, visiting refugee She donates large sums of money to help the plight of underprivileged people She has _ to highlight world problems Unfortunately, Jolie’s personal life her other pursuits The tabloids relationships, especially the current one with Brad Pitt The couple Brad and Angelina but as “Brangelina” The with what they eat and drink than the important humanitarian work Angelina continues to Helping other people Angelina In 2001, she said: “We cannot close ourselves off…and .” In ignore addition the to fact that acting millions of awards, she people has her humanitarian work She became the first winner of the UN’s Citizen of the World Award It accolades will follow VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí CHOOSE THE CORRECT WORD: Delete the wrong word in each of the pairs of italics Angelina was born in LA in 1976 She loved movies and starred / started acting classes to follow her dream of movie starred / stardom She was rebellious and became a punk / pink with dyed purple hair and tattoos Her movie career took off in 1997 and within a few years she had won an Oscar Her 2001 role as Lara Croft in the blockbuster “Tomb Raider” shot / shoot her to international fame Angelina hasn’t limiting / limited her career to acting She became involved in humanitarian work while filming in Cambodia She is now a / an UN Goodwill Ambassador, visiting refugee camps in poor countries She donations / donates large sums of money to help the ... MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY --- --- TRAN THI HUE EXPLORING THE TEXTBOOK “ENGLISH FOR LIFE” IN TEACHING ENGLISH SPEAKING TO ADULT BEGINNERS ( Khai thác giáo trình “English for Life” để dạy nói tiếng Anh cho người lớn ở trình độ sơ cấp) Master Thesis in TESOL Vinh, 2011 1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY --- --- TRAN THI HUE EXPLORING THE TEXTBOOK “ENGLISH FOR LIFE” IN TEACHING ENGLISH SPEAKING TO ADULT BEGINNERS ( Khai thác giáo trình “English for Life” để dạy nói tiếng Anh cho người lớn ở trình độ sơ cấp) Field: Theory and Methodology of English Language Teaching Code: 60.14.10 Master Thesis in TESOL Supervisor: NGUYEN THI VAN LAM, M.A. 2 Vinh, 2011 Statement of Authorship The thesis named “ Exploring the textbook “English for Life” in teaching English speaking to adult beginners” above has been submitted for the degree of Master of Arts. I, the undersigned, hereby declare that: • I am the sole author of this thesis. • I have fully acknowledged and referenced the ideas and work of others, whether published or unpublished, in my thesis. • I have prepared my thesis specifically for the degree of Master of Arts while under supervision at Vinh University • My thesis does not contain work extracted from a thesis, dissertation or research paper previously presented for another degree or diploma at this or any other university. Vinh, 2011 Tran Thi Hue 3 Acknowledgement The study could not have been completed without the help of my teachers and friends during the time of my doing it. First of all, I would like to express my sincere and deep gratitude to my supervisor, Ms Nguyen Thi Van Lam (M.A) for her constant encouragement, delibrate guidance, generous support and invaluable critical feedback during the writing of this study. In particular, I wish to thank Mr Ngo Dinh Phuong and other staff members of Foreign Languages department of Vinh university for their continuous encouragement and support. I also wish to thank all my friends, colleagues and classmates who have kindly given their advice and enthusiastically helped me with useful source materials for the completion of this thesis. Finally, I would also like to thank my parents for their support and encouragement during the process of writing this thesis. 4 Abstract Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. However, many English teachers still spend the majority of class time on reading and writing practice almost ignoring speaking and listening skills. It is the fact that teaching and learning conditions in our city have some certain limitations. Students from high schools and universities are aware of the importance of communicating in English in their real life but they are only taught much more about reading and writing to pass 1 PART 1 INTRODUCTION 1. Rationale of the study English as well as other foreign languages has come into its own as a profession in Vietnam, and so far a great many efforts have been made to improve the quality of teaching and learning. Using video in the language classroom is one of these efforts, and it is proving to be advantageous. The advantages of using video in the language classroom have been recognised by many researchers in applied linguistics, some of which are listed as follows, while more details will be discussed later in chapter 2. Firstly, video motivates students; that is, it can maintain their attention longer and at the same time lengthen their retention. Secondly, video enhances the meaning of the messages trying to be conveyed by the speakers through the use of paralinguistic cues; meanwhile, students are able to see body rhythm and speech rhythm in the second language discourses through the use of authentic language and speed of speech in various situations. Video benefits students by providing for real language and cultural information. Thirdly, using video in the classroom allows differentiation of teaching and learning according to students’ abilities, learning styles and personalities. Finally, teaching foreign languages with video may meet students’ needs in their daily life. That is, people want to access to the world of English-language media: they want to be able to view the news, get information from advertisements and from other TV programs, films included – in short, to use these language products like normal consumers. This well is one of students’ major goals in learning English and in all fairness they ought to be able to get a ‘glimpse’ of their goals. 2 I enjoy video and television myself, and my students are interested in them, too. I have tried out video for teaching and found it promising; hence, I would like to use it more. I feel that it is fun and effective, but generally difficult to make the best use of. This question of difficulty is indeed important and provoking; therefore, I would like to carry out the study on ‘designing a listening and speaking syllabus using video for English language non-majors at pre-intermediate level.’ With this study, I mainly aim at building up a suitable syllabus with audio-visual aids to improve students’ listening and speaking skills. Not only does the syllabus consist of ‘what to teach’, but it also discusses ‘how to teach’ - fundamental techniques and video activities in the language classroom will be provided and discussed. 2. The scope of the study The syllabus limits its scope to two communicative skills – listening and speaking, and to its participants of English language non-majors at pre-intermediate level. Among various aspects of language teaching, I choose listening and speaking skills to deal with. Firstly, these two skills are the most demanding to most students, even to those with many years of learning. They require and are worth the biggest efforts, in terms of both teaching and learning. In addition, listening and speaking activities in the classroom derived from the use of video are the most abundant and interesting. The choice of participants will be further discussed in Chapter 3. In fact, it is quite a matter of convenience – for I, as a teacher in the School of Graduate Studies – VNU, mostly deal with such students at this level of English proficiency. Using video in the language 3 classroom proves effective to all students’ level of language proficiency. On the other hand, it has been also pointed out that what determines the difficulty of a teaching material is not just the material itself but also what the students are asked to do with it (Underwood, 1989). Materials to be used as language input for the course mostly involve authentic videos that are all the kinds of programmes Chapter 1 INTRODUCTION 1.1. Pragmatic competence To become effective communicators in today’s connected world, it is necessary for language learners to gain true communicative competence. Communicative competence, according to Hymes (1967), includes not only knowledge of linguistic forms but also knowledge of when, how and for whom it is appropriate to use these forms. Likewise, Ellis (1994:696) states that communicative competence “entails both linguistic competence and pragmatic competence”. Pragmatic competence is defined as ‘the ability to use language effectively in order to achieve a specific purpose and to understand language in context’ (Thomas 1983:94). She also distinguishes between pragmalinguistic and sociopragmatic competence. Pragmalinguistic competence refers to the appropriate language to accomplish a speech act, whereas sociopragmatic competence refers to the appropriateness of a speech act in a particular context. Increasing attention has been paid to pragmatic competence due to the fact that many learners may have good knowledge of grammar and a wide range of vocabulary but they may still fail in real interaction with native speakers. Moreover, in accordance with Thomas (1983), native speakers often forgive the phonological, syntactic and lexical errors made by L2 speakers but usually interpret pragmatic errors negatively as rudeness, impoliteness or unfriendliness. Over the past few decades, language teaching in the world and in Vietnam has witnessed a shift from the focus on the development of learners’ linguistic competence to the development of learners’ communicative competence. To facilitate this change, there is a need for more studies on learners’ pragmatic competence, including studies on interlanguage pragmatics. This study is carried out in an attempt to understand more about the interlanguage pragmatics of Vietnamese learners of English. 1 1.2. The speech act of refusal to invitation: a face - threatening act Refusals are considered to be a ‘sticking point’ for many non-native speakers (Beebe et al. 1987). Refusals to invitations occur when a speaker directly or indirectly says ‘No’ to an invitation. It is, in fact, a face – threatening act. Face, in Brown and Levinson’s (1987:61) definition, is ‘the public self image that every member wants to claim for himself’, that is the emotional and social sense that everyone has and expects everyone else to recognize. Therefore, in interaction, people often cooperate to maintain each other’s face. However, some acts, by their nature, make it difficult to maintain the face of the participants in an interaction. These acts are referred to as face-threatening. Some acts threaten the hearer’s face, others threaten the speaker’s face, still others threaten the face of both the hearer and the speaker. To reduce the risk of possible communication breakdown due to these face-threatening acts, the participants can say something to lessen the threat to the face of the others. This is referred to as a face-saving act. Refusing an invitation contradicts the inviter’s expectation; thus, it is a face - threatening act. It tends to risk the interpersonal relationship of the speakers. To maintain the face of the inviter, the person who refuses the invitation is expected to use many face- saving acts or strategies. Or in other words, it is important for that person to give the impression that he/she still cares about the inviter’s wants, needs or feelings. It requires a high level of pragmatic competence. However, the way people refuse, or the manipulation of the face-saving strategies, varies across languages and cultures. Language learners, due to the limitation in language proficiency and the high requirement of pragmatic competence for this speech act, are at a great risk of offending their interlocutor when carrying out a refusal to an invitation. Beebe et al. (1987:133) claim that ‘the inability to say ‘No’ clearly and [...]... Internet and find more information about Angelina Jolie Talk about what you discover with your partner(s) in the next lesson 3 ANGELINA JOLIE POSTER: Make a poster showing the different stages of the life of Angelina Jolie Show your poster to your classmates in the next lesson Did you all find out similar things? 4 MAGAZINE ARTICLE: Write a magazine article about Angelina Jolie Include an imaginary interview... to your classmates in the next lesson Give each other feedback on your articles 5 LETTER: Write a letter to Angelina Jolie Ask her three questions about her life Give her three suggestions on what she should do in her future Read your letter to your partner(s) in your next lesson Your Angelina Jolie expert” partner(s) will try and answer your questions VnDoc - Tải tài liệu, văn bản pháp luật, biểu...VnDoc - Tải tài liệu, văn bản pháp luật, biểu mẫu miễn phí WRITING: Write about Angelina Jolie for 10 minutes Show your partner your paper Correct each other’s work ... Raider” shot her b to international fame 3 Angelina hasn’t limited c her career to acting 4 help the plight of d underprivileged people 5 She has effectively used her stardom e to highlight world problems 6 The tabloids are obsessed f with her relationships 7 The media seem more caught g up with what they eat 8 Helping other people is what h truly motivates Angelina 9 millions of people are i out there