How to teach Speaking in Tieng Anh 12 effectively I/ INTRODUCTION Teaching English in schools help students form and develop the basic knowledge of English language and communication ski
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Tên sáng kiến kinh nghiệm:
HOW TO TEACH SPEAKING IN TIENG ANH 12 EFFECTIVELY?
I LÝ DO CHỌN ĐỀ TÀI:
* Phần giảng dạy này được đưa vào chương trình Anh văn 10 từ năm học 2006 – 2007,Anh văn 11 từ năm học 2007 – 2008 và Anh văn 12 từ năm học 2008-2009
* Đề tài mang tính thiết thực phần nào giúp giáo viên giảng dạy các tiết nói hiệu quả hơn, giúp học sinh rèn luyện kĩ năng nói lưu loát hơn, tự nhiên hơn
II.THỰC TRẠNG TRƯỚC KHI THỰC HIỆN CÁC GIẢI PHÁP CỦA ĐỀ TÀI:
• Chương trình mới chỉ mới được áp dụng trong bốn năm học
• Giáo viên cần đầu tư nhiều công sức cho soạn giảng ở mỗi tiết dạy, tra cứu tài liệu, hình ảnh minh họa
2 Nội dung, biện pháp thực hiện các giải pháp của đề tài:
• Trình bày những kinh nghiệm soạn và dạy SPEAKING trong Tiếng Anh 12 một cách có hiệu quả :
- Những khó khăn và giải pháp giáo viên cần biết trong việc dạy và học tiếng anh thông qua kĩ năng Nói
- Những nguyên tắc giáo viên cần nắm vững khi dạy Speaking
- Một số bài tập được thiết kế cho phần Warm-up trong các tiết dạy Speaking (Tiếng Anh 12)
- Ví dụ về Lesson plan ở 1 tiết dạy Speaking
- Ví dụ về 1 bài dạy Speaking sử dụng CNTT kèm dĩa CD
Trang 2How To Teach Speaking In Tieng Anh 12 Effectively?
How to teach Speaking in Tieng Anh 12 effectively I/ INTRODUCTION
Teaching English in schools help students form and develop the basic knowledge of English language and communication skills in a range of topics related to personal, family life, socio-cultural and normal science, at the same time fostering the intellectual and moral qualities necessary for students to continue their higher education or go into social life To master a language in general and English in particular we must develop all four skills – listening , speaking, reading and writing However, how we can develop each of them successfully is a big problem for all concerned Speaking is one of the most important skills in teaching language I believe that it should be enjoyable at the same time meeting the communicative competencies of the learners At first, it’s not easy to teach but through building the self-confidence of the students, everything will turn to be easy Learning to speak the English language is fun
Today, I would like to discuss some difficulties in teaching and learning English through Speaking and the solutions to them and some of my experience in teaching speaking in TIENG ANH 12
II/ CONTENT: How to teach Speaking in Tieng Anh 12 effectively?
1/ The problems in teaching and learning English through Speaking and the solutions to them
The problems
a/ Inhibition
Learners find it difficult to say things in a foreign language in the classroom because they are shy or perhaps they are afraid of making mistakes, of others’ criticism, or losing face
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In a large group, learners have very little talking time because of some dominant learner’s talks
d/ Mother-tongue use
Learners tend to use mother tongue if they are grouped with those having the same language, and particularly talking in small groups because they find it easier and more natural to speak their mother tongue than a foreign language Teachers then would find it difficult to get learners keep to the target language
e/.Irrelevant speaking tasks
The Solutions
* As teachers of English, we should understand the role of the teacher in teaching Speaking: The teacher is a Prompter, a Participant and a feedback provider.
- Teacher can help students and the activity to progress by offering discrete
suggestions Students won’t feel frustrated when coming to a dead end of language
or ideas if teacher’s help doesn’t disrupt the discussion or forcing them out of role
- Teacher’s participation in discussion or role-plays will help the activity long by
prompting covertly, introducing new information Also, this will ensure continuing student engagement and generally maintain a creative atmosphere.
Teacher should not take over the classroom so that students lose opportunities for speaking.
- Teacher should avoid overcorrection Helpful and gentle correction may get
students out of difficult misunderstanding and hesitations
*As teachers of English, we should also understand the characteristics of a successful speaking activity.
According to Ur (2002:120), the characteristics of a speaking activity that make teachers judge it “successful” are:
1 Much learner’s talk : Learners should talk as much as possible during the allotted
time for speaking activity
2 Even Participation : All learners have a chance to speak and contribute to the
discussion In a classroom discussion a small number of talkative participants have little opportunity to play the role of the dominant ones
3 High motivation: Learners are highly motivated They are interested in the topic,
eager and willing to speak because they have something new to say about it
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4 Acceptable level of language accuracy: Learner’s utterances are ‘relevant, easily
comprehensible to each other and of an acceptable level of languages to express themselves in a successful speaking activity
*As teachers of English, we should also understand the value of role play as a class activity
-Role play increases motivation
- Role play gives a chance to use language in new contexts and for new topics
- Role play helps teachers build on something that students naturally enjoy
- Role play encourages students to use natural expressions and intonations as well as gestures
*As teachers of English, we must master three main stages of the lesson plan for teaching speaking and the activities included
1 Pre-speaking (Presentation stage/phase)
Activities/Tasks include
- Question-Answer Exchange
- Communication games (Information gap)
- Discussion (buzz groups)
- Pre-teaching (new words/structures/…)
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This increases the amount of learner’s talking time even though learners may slip into their mother tongue in their talk; and teachers cannot totally control such a thing
2 Base the activity on easy language
The level of language needed for discussion should be easier The participants find it easy
to recall or produce the language, then they can speak fluently It would be good if essential vocabulary is pre-taught and reviewed before the activity starts
3 Make a careful choice of topic and task to stimulate interest.
Teachers should select interesting topic and task for learners to discuss or perform If the purpose of the discussion is clear, the participants will be more motivated
4 Give clear instruction or training in discussion skills.
Learners should be given clear instruction, told what to do, and assigned roles in a discussion
5.
Keep learners speaking the target language
Teacher might appoint a monitor to remind the participants to use the target language, or she/he has to do it herself/himself
6.Know how to correct Speaking
- During speaking activities in controlled language practice, teachers often correct every time there is a problem to achieve accuracy
- However during speaking activities in free language practice, teachers cannot do the same thing because the ultimate purpose here is to achieve fluency Thus, teachers should :
+ watch, listen while speaking activities are taking place
+ note down good points as well as shortcomings (i.e students couldn’t make themselves understood or make serious mistakes that cause communication breakdown)
+ ask students point out their own mistakes and if they can correct the mistakes by themselves when the activity has finished
+ write down the mistakes on the board or give the mistakes individually to the students concerned
+ avoid singling students out for particular criticism
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If teachers interrupt students constantly for correcting mistakes they will destroy the purpose of the speaking activity and take the communicativeness out of the activity.
In short, the general principle of watching and listening so that teachers can give feedback later is usually much more appropriate.
7 Facilitate speaking tasks ( Tieng anh 12) :
The common tactics are : providing more language input, eliciting more clues,
personalizing the contents, reducing the workload, adapting instructions, combining tasks and rearranging tasks
Provide more language input
- Revise old vocabulary and structures
- Provide words and expressions
Unit 6 : Future Jobs :
Jobs: doctor, tourist guide, writer, pilot, waiter, electrician, policeman, journalist, hotel
receptionist, computer programmer, office assistant…
Task 3 : T can give Sts some guiding questions:
+ Will you work for a big company/ small company or be self-employed?
+ Do you prefer to have a full-time job/ a part-time job or work whenever you want? + Do you prefer to work in an office/ work outdoors or work at home?
+Do you prefer to work alone/ work with the same people every day or often work with different people?
+ Do you prefer to have a well-paid job/ an interesting job or a job which helps people?
Unit 16: Use pictures to teach some new words
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Elicit more clues
- Make students talk about specific things
Ex: Unit 6: Future job – Task 2: What do you like/ don’t like about each job
+ Salary: how much is high enough?
+ Location: home town or a far-away city?
Unit 8: Life in the future – Task 2: Predictions about the future
Developments of science and technology: people landing on Mars; talking robots,
intelligent house, etc
Personalize the contents
- Bring out students’ previous knowledge
- Make teaching contents age-specific
- Utilize students’ imagination
Ex: Unit 16 – ASEAN – Task 2: Teacher can ask Sts:
+ What else do you know about these countries?
+ Have you ever been to these countries?
+ What do you like most about these countries?
Reduce the workload
Ex: Unit 8 – Future Jobs – Task 2 Each pair is in charge of talking about two things only
Adapt instructions
- Adapt instructions = Make it easier to understand
Ex: Unit 15 – Woman in Society – Task 2:
Instead of saying “ Read and respond” ,the teacher can use “ What do you think of…?”The students may not understand how to do, so the teacher can work with three students
as the first sample:
Teacher: I think men are usually stronger coal women
Student 1: I agree with you completely
St 2: I'm afraid, I disagree
St3: I do not quite agree
Then the students work in groups
Rearrange tasks
- Move from easier task to more challenging task
Ex: Unit 2 – Cultural Diversity – Do Task 2 & 3 before Task 1
Combine tasks
Ex: Unit 11 – Books – Task 1 + 3, Task 2 + 4
2/ Teacher’s careful lesson plan, especially Warm-up( in PRE-SPEAKING)
Warm- up : Warm-up is necessary to excite the atmosphere of the class and to increase
students’ motivation in the lesson In this case, I can use matching games , pictures, questions, songs ,cardboards, play role, brainstorming…
These are some examples about “ warm-up” in my teaching Speaking ( Tieng Anh 12):
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Unit 1 : HOME LIFE
WARM – UP:
Students are asked to answer the following questions:
1 How do families affect individuals or their members?
2 How does each member contribute to his or her family?
3 What are considered as household chores?
4 Who often does these things in your family?
5 Do you have any duties to your family? What are they?
Unit 2 : CULTURAL DIVERSITY
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Unit 5 : HIGHER EDUCATION
WARM – UP
Matching the Vietnamse names of these universities with their English names.
1 Đại học Quốc Gia Hà Nội A.Ha noi National University of Education
2 Đại học Bách Khoa Hà Nội B Ha noi National University
3 Đại học Nông nghiệp Hà Nội C.National Economics University
4 Đại học Kinh tế quốc dân D Ha noi University of technology
5 Đại học Sư phạm Hà Nội E.Ha noi University of Architecture
6 Đại học kiến trúc Hà Nội F Ha noi University of agriculture
Unit 6 : FUTURE JOBS
WARM – UP :
Look at the pictures and answer the question : What are their jobs?
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Unit 8 : LIFE IN THE FUTURE
WARM – UP
- T asks Ss to find out as many as possible words related to the life in the future
→T introduces the new lesson
"In today’s speaking section, you will practice talking about what will have happened by
the end of 21 st century and discuss predictions about life in the future"
Unit 10 : ENDANGERED SPECIES
WARM – UP
What are they?
- Divide the class into 4 teams
- Tell Ss to look at the diagram and try to answer these four questions one by one.
What will happen
in the future ?
2 .
1
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1 It's a big fierce animal of the cat family, with yellow and black stripes, found in Asia
2 It's a heavily thick-skinned animal of Africa and Asia, with either one or two horns on its nose
3 It is a large rare bear It lives in the mountain in the west of China It eats bamboo
4 It is the biggest animal living on land with a long trunk and two or one ivory tusk
The team having the quickest and correct answer will be the winner
Lead-in:
Today, we are going to talk about some endangered animals.
Unit 11 : BOOKS
WARM – UP :
→Teacher introduces the new lesson
"In today’s speaking section, you will practice Talking about some kinds of books and
people's habit of reading"
Unit 12 : WATER SPORTS
WARM – UP : Matching
Match the names with the appropriate water sports : water polo, scuba-diving, swimming, wind-surfing, synchronized swimming, rowing
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Unit 13 : THE 22 ND SEA GAMES
WARM – UP:
Teacher divides the class into two teams and asks Sts in each team to write the names
of these sports as son as possible
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Look at the logos and match them with the organizations they stand for.
A B C
1 UNICEF 2 WWF 3 WHO
- Ask Ss to work in groups then read aloud the answers
- Give corrective feedback if necessary
+ Picture A WHO
+ Picture B WWF
+ Picture C UNICEF
Lead in the new lesson: Talking about some international organizations
Unit 15 : WOMEN IN SOCIETY
WARM – UP Answers
Unit 16 : THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
WARM – UP
WHAT IS IT ?