CONTENTS I. INTRODUCTION………………………………………………….. 1 1. Reasons for choosing the study………………………………………… 1 2. Objectives of the study…………………………………………………. . 1 3. Subjects of the study…………………………………………………… ..2 4. Methodologies…………………………………………………………… 2 II. CONTENTS………………………………………………………….2 1. The theoretical basis ……………………………………………………...2 2. The reality of the study………………………………………………….. .3 3. Solutions……………………………………………………………… .. 3 3.1. The solution to solve the problem………………………………… …. 3 3.1.1. Using pictures in Warmup parts……………………………… ….. 4 3.1.2. Using pictures in Prespeaking parts………………………… ……. 4 3.1.3. Using pictures in Whilespeaking parts…………………… ………. 5 3.1.4. Using pictures in Postspeaking parts………………… …………10 3.2. The results in researching the reality…………………………………..13 III. CONCLUSION………………………………………………………....15 1. Conclusion……………………………………………………………….15 2. Recommendation……………………………………………………...…15 IV. REFERENCES………………………………………………………….17 I. INTRODUCTION 1. Reasons for choosing the study Along with the process of globalization, English is increasingly asserting its importance worldwide. Speaking English fluently brings the learners many opportunities in study and work. According to statistics from Wikipedia, more than 400 million people use English as the native language and more than 1 billion people use it as a second language. In Vietnam, English is considered as an official subject in schools of education system. Moreover, English is always compulsory subjects for the high school. In the process of teaching and learning English, the four language skills (listening, speaking, reading, and writing) are simultaneously performed. However, to communicate with other people who speak English as native speakers, learners have to pay attention to speaking skills.
SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT CẨM THỦY SÁNG KIẾN KINH NGHIỆM IMPROVING SPEAKING SKILLS FOR GRADE 11 IN CAM THUY HIGH SCHOOL THROUGH USING PICTURES Người thực hiện: Nguyễn Thị Luyến Chức vụ: Giáo viên SKKN thuộc môn: Tiếng Anh THANH HOÁ NĂM 2016 CONTENTS I INTRODUCTION………………………………………………… 1 Reasons for choosing the study………………………………………… Objectives of the study………………………………………………… Subjects of the study…………………………………………………… Methodologies…………………………………………………………… II CONTENTS………………………………………………………….2 The theoretical basis …………………………………………………… 2 The reality of the study………………………………………………… 3 Solutions……………………………………………………………… 3.1 The solution to solve the problem………………………………… … 3.1.1 Using pictures in Warm-up parts……………………………… … 3.1.2 Using pictures in Pre-speaking parts………………………… …… 3.1.3 Using pictures in While-speaking parts…………………… ……… 3.1.4 Using pictures in Post-speaking parts………………… …………10 3.2 The results in researching the reality………………………………… 13 III CONCLUSION……………………………………………………… 15 Conclusion……………………………………………………………….15 Recommendation…………………………………………………… …15 IV REFERENCES………………………………………………………….17 I INTRODUCTION Reasons for choosing the study Along with the process of globalization, English is increasingly asserting its importance worldwide Speaking English fluently brings the learners many opportunities in study and work According to statistics from Wikipedia, more than 400 million people use English as the native language and more than billion people use it as a second language In Vietnam, English is considered as an official subject in schools of education system Moreover, English is always compulsory subjects for the high school In the process of teaching and learning English, the four language skills (listening, speaking, reading, and writing) are simultaneously performed However, to communicate with other people who speak English as native speakers, learners have to pay attention to speaking skills Worked as a teacher of English for five years, I realized that students can understand grammar, reading comprehension, writing skill very quickly but they are still limited in speaking skills They have many difficulties in finding words in context, reluctant ideas I encourage them to develop their speaking skills by using some techniques such as playing games, organizing groups’ activities and a small number of other activities One of the useful methods I use to teach speaking skill is using pictures Therefore, I am writing this article with the topic "Improving speaking skills for grade 11 in Cam Thuy high school through using pictures" Objectives of the study This study had - To study the students’ attitude towards teaching English speaking skills using the pictures - To improve students’ speaking skills 3.Subjects of the study Students in class 11C (grade 11) in Cam Thuy High School of the school year 2015-2016 Methodologies To accomplish this topic, I made the following methodologies: - Document research - Discussion - Experiment - Picture collection - Experience summation II CONTENT The theoretical basis As we all know, English is a common language and is used internationally; People use it in work, study and entertainment According to statistics from December 24th, 2013 of the General Statistics Office, there are more than 7.5 million foreign people who visited and worked in Vietnam, reached 10.6% with comparison to 2012 Along with implementing the project of developing language in schools in the national education system in accordance with Decision 1400 / QD-TTg of the Prime Minister, are training a large number of people that have good abilities From the basis of language schemes in 2020 were evaluated ,after graduating high school degree, students must have foreign language skills according to the skills acquired B1 (level The reality of the study Cam Thuy High school is located in remote areas of Thanh Hoa province Students have difficulties of all aspects, especially in access to foreign languages That led to their foreign learning capacity is still weak The teaching of English faces many difficulties: - English is not the mother tongue - Students haven’t got basic knowledge - Students are not interested in studying English - Students think that English is too difficult for them to learn, - Teaching Methods’ teachers are not attractive - Number of students in each classroom are overcrowding (36-48) and unclassified - Shortage of teaching equipment - Parents are not aware of the necessity of English courses As stated above, the teaching of English meets a lot of difficulties at Cam Thuy high school, especially speaking lessons Students are not really flexible to think of the ideas Moreover, some good students who have got beautiful ideas are lack of the relevant vocabularies to express Solutions 3.1 The solution to solve the problem In this topic I have just focused on using measures "Improving speaking skills through the use of pictures in teaching Speaking lessons" However, this measure is used in different parts of lessons and applications as well as different effects in each lesson Specifically I have used in the following sections: 3.1.1 Using pictures in Warm-up parts Warm-up section is an introduction to each lesson, each teacher has different ways to start their lessons and most of the activities in this section are related to the topic of the lesson or the title of each unit There are many games in Warm-up such as Kim's game, noughts and crosses, Crossword, Magic hat / wheel, Matching, Guessing, Answering the questions, etc In the games and activities, each teacher are tailoring to fit the objectives of his lesson I always change the activities and games to attract students Here are some samples I have designed: Unit 3: A Party In Warm-up, teacher ask students to talk about a party we give students the pictures about the party we can design a lot of games for the Warm-up using a lot of pictures related to the unit KIM’S GAME Rule: Look at six pictures in minute and try to remember the names of the parties mentioned After that, the representative of each group will go to the black board and write down all the names you can remember Which group has more correct answers will be the winner - T divides class into groups A and B - T gives the rule and checks Ss’ understanding - T shows pictures in minute - T calls the representatives of groups to go the BB and write the answers - T checks the answers with the whole class - T declares the winner Suggested answers: A birthday party A wedding party A celebration A wedding anniversary A thanksgiving party A valentine’s day Unit 4: Volunteer work MATCHING Rule: There are six pictures Your duty is choosing the definition in the box for each picture a Playing with disabled children b Directing the traffic c Taking care of war invalids d Teaching children in mountainous areas e Cleaning the environment f Visiting the Cemetery - T divides class into groups A and B and asks them to choose the definitions for the pictures - T calls on Ss of groups to write the answers on the BB - Give comment and lead in the lesson 3.1.2 Using pictures in the Pre-Speaking This was not a central part of the lesson, but the lesson is very important With this section teachers will give students vocabulary (new words / vocabulary) in the post (if any) and provide structures , knowledge of the unit for students to use as well as making models (samples) for students rely on Similarly WAM-up section, these images are also used in activities such as teaching new words or brainstorming, matching, prediction activities, etc Particularly, the images will be used to help students understand the situation or sentences in context without translating into the Vietnamese The following examples of some activities have been designed: Unit 4: Volunteer Work Content of this lesson is to ask students questions and answers about the volunteer work that they have joined I ask students to view photos and answer the questions given by the teacher • Checking vocabulary: Slap the board * Answering the questions basing on the pictures: 1.Who can you see in the pictures? What kinds of volunteer work are they taking part in? What exactly are the volunteers doing? Can you describe their feeling by guessing? Suggested answers: I see the old,the handicapped/disabled, people in mountainous area (ethnic people) and the volunteers Picture 1: They are taking part in helping the old/ the aged Picture 2: They are helping the handicapped/disabled Picture 3: They are helping people in mountainous areas (helping ethnic people) Picture 4: Maybe they are helping the poor or the sick Picture 1: Maybe they are giving the old money, clothes and care for them Picture 2: Maybe they are taking them to some places of interest Picture 3: Maybe they are giving them care, clothes, food and playing with them Picture 4: They are building houses or bathroom for them 4.Look at their face, I guess that they are very happy and proud of their work Unit 7: World population The content of this lesson is to ask students to talk about the causes, consequences and measures to solve the problem of overpopulation To lead in the lesson, I have used the images of brainstorming activities to help students learn and visualize the reality of the consequences of population explosion through images Brainstorming: Look at the pictures and tell me the consequences of overpopulation Also by the method described contend with two key questions: What can you see in the pictures? What does each picture tell you? I ask students to discuss with each other and give the English name of the consequences - T asks Ss to look at the pictures and call out the English meanings of these pictures Suggested answers: not having enough food (famine) low living standard lacking of schools too crowded (unemployed/ social evils…) poor living conditions lacking of hospitals 3.1.3 Using pictures in the While-speaking In this stage, the focus of all the student and stage plays a key role in the operation Students not find relevant words or not know how to speak as well as abuse of the mother tongue are problems so I used the integrated image in this section Activities which have often used are working in pairs or groups to discuss the contents of the pictures Here are some examples: Unit 3: A Party Task 3: Work in groups You are take part in a competition to organize the best party Questions and pictures below may be useful for you -T moves around and asks sts to have answers -T can ask and answer together *Make questions: + budget: How much you spend for your party? Where is your budget from? 10 Example: Save money or ask parents for some money + date and time: When you organize your party? + who to invite: Who have been invited to the party? How many people you invite to the party? +place:Where you organize your party? + Formal/informal: What kind of clothes you dress at the party? + decoration: How you decorate your party? + entertainment: What activities will take place? + food and drink: What food and drink will be served? 11 - T devices class into group of - T asks each group to prepare the ideas of a party by answering those above questions - T goes around to control and help them Unit 8: Celebrations Task 3: Work in pairs Ask and answer about the holidays above, using the dialogue as the model in Task This lesson about the festivals in the world, some students have never known them Therefore, the use of images in this task helps students practical approach and a understanding of English meaning is given in the lesson the image is used as follows: 12 i Using pictures in the Post-speaking This section is usually part to train more skilled teachers tell students or associated with other skills or skills integrated method for students to play some games to reinforce the lesson In each different activity it has a different design and can also use the image related to the lesson for the students to discuss individually or in groups and then presented to the class Example: Unit 7: World population 13 Students talk about the causes, consequences and measures to tackle the problem of population explosion The teacher asks students to work in four groups, each assigned to one of paintings after and requires that depict paintings Then the teachers called each appoint a representative in his group stood up and presented to the class Teachers make a model As we can see, the Earth looks like an old man He is carrying a lot of people on his head and both his arms Look at his face, I’m sure that he feels very tired.Maybe she can’t have enough energy to bring all the population in the future 14 Thus to describe the image above students will use their knowledge further part in the previous period to enrich for his speech Moreover, these images is about overpopulation problem which is humorous so it makes students excited to talk to each other In this part, teacher can design some small games to help students master the lesson such as Lucky numbers, Matching, Ring the golden bell and in that game we used integrated pictures in that games 3.2 The results in researching the reality Through a number of lessons in class 11C may use the images in the work, I find that the students are very curious and interested in the pictures and more active in class They take the time to think vocabulary as well as to exchange ideas with each other, the atmosphere is more relaxed than school Through discussions with a number of students in the class of the effectiveness of this measure is the children answered as follows: Nguyen Thi Thu, class president: "I saw the image she used in class is very significant, it helps us with lessons accessible and understandable all over Moreover, thanks to the image she made, we were more easy to say " Pham Ba Binh, students with the highest English language arts, said: "although the highest point you tell the truth to her class but so far I fear the most is to speak English, you can not pronounce correctly and no many ideas to say Since her announcement 15 minutes post checks say, I'm very scared However in the learning process, in addition to the instructions in the textbooks, she uses more realistic images so it makes me more excited to talk more, together with you, I have gradually hone the skill to say his reflection before the surprise of her questions " Pham Ba Hoang, deputy class, one of the weaker students learn best English subject replied: "I learned so bad in English, including grammar and vocabulary to skills But when she used the image of the lessons to help you more thic this 15 subject Thanks to the image, you remember vocabulary more easily, in the more say you join your work with more than 10 grade year " Thus through the consultation of a number of students in the class, I felt very happy to receive positive feedback from students And I also found themselves more boldly when they speak Although not yet overcome all difficulties in teaching all speak English, but a somewhat eased longstanding burden of a foreign language teacher like me My students were excited and eager to learn more involved in more activities III CONCLUSION We all know that English is the most widely spoken languages in the world, and today it is used as an international language In the current trend of integration, English occupies an important position Therefore, education of our country has taken to teaching English in schools as a compulsory subject in order to create a solid foundation for future students But for good people, the compulsory school school teachers must also find appropriate methods to communicate Through this article, I have shared my teaching experience over the years I also hope that with this small experience will help my students develop skills increasingly talking more and more confidence to continue on the path to conquer his knowledge Also through this experience, I hope that colleagues will help those struggling teachers in teaching high school English speakers can find a way to remove yourself Conclusion As stated in Section 2.2 specifically, in this article I use the method of taking pictures through a number of activities in order to raise Speaking lessons say caao skills for students The use of images is done in the following sections: - Use images in the Warm-up - Use images in the Pre-speaking - Use images in the While-speaking - Use pictures in the Post-speaking 16 2.Recommendation Through this theme, I have some suggestions below: - For superior: + To organize more training courses on new teaching methods, organized the contest application new teaching methods to encourage the teaching of English + According to foreign language projects in 2020 and a standard framework for assessing foreign language capacity of Europe requires high school students to achieve B1 level after college, I propose to the superiors should have the form of inspection, examination ensure all new skill set and not heavy on reading, writing, grammar today - For schools: + Interests, reminds teachers new teaching methods more uniform way + Organization of the club, English contest for students to participate so that they have more opportunities to develop speaking skills more - For the English teacher: More active in finding appropriate methods to stimulate the school spirit between students Must give them psychological comfort and lightness while learning English Always seeking to innovate and apply new teaching methods in the class to take the lessons effectively Not forced, forced students to learn English under any condition and form, to encourage and motivate them to use more English in the classroom Always place the students, a central role in every lesson and avoid speaking skills neglect 17 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 12 tháng năm 2016 Tôi xin cam đoan SKKN viết, không chép nội dung người khác Nguyễn Thị Luyến 18 IV REFERENCES Google.com.vn/images 2.http://bizlive.vn/kinh-te-dau-tu/hon-75-trieu-luot-khach-du-lich-quoc-te-denviet-nam-nam-2013-53034.html 3.http://giaoducthoidai.vn/giao-duc/cai-thien-trinh-do-ngoai-ngu-dap-ung-nhucau-hoi-nhap-va-phat-trien-852-u.html http://huc.edu.vn/chi-tiet/2024/Vuot-qua-noi-so-noi-tieng-Anh.html http://ngoaingu24h.com/2013/11/tam-quan-trong-va-loi-ich-cua-viec-hoc- tieng-anh/ 11 English Textbooks of the Ministry of Education and Training Violet.vn 19 APPENDIXES LESSON PLAN UNIT 3: A PARTY Lesson: SPEAKING I OBJECTIVES By the end of the lesson, Ss will be able to: - talk about party and plan for them - improve speaking skill: interacting and communicating II LEXICAL ITEMS - No vocabulary III TEACHING AIDS - Textbook, poster, chalk, pictures, projector… IV TEACHING PROCEDURE WARM-UP (5mins) KIM’S GAME Rule: Look at six pictures in minute and try to remember the names of the parties mentioned After that, the representative of each group will go to the black board and write down all the names you can remember Which group has more correct answers will be the winner 20 - T divides class into groups A and B - T gives the rule and checks Ss’ understanding - T shows pictures in minute - T calls the representatives of groups to go the BB and write the answers - T checks the answers with the whole class - T declares the winner Suggested answers: A birthday party A wedding party A celebration A wedding anniversary A thanksgiving party A valentine’s day Lead-in: - T asks Ss some questions: Have you ever gone to these kinds of parties? Do you want to hold a party? Today, we are going to talk about the party you have just gone or you like PRE-SPEAKING (10mins) T show a picture of wedding party and give a situation: Yesterday, I went to this wedding party Please ask me some questions to get as much information about it as you can - T gives example: whose party was it? - T answers Ss' questions - Suggested questions: Who gave the party? Where did it take place? Was it a nice place? What time did it start and end? On what occasion was the party held? What activities did you there? Did you have a good time? How were the people like? What about foods and drinks? - T shows model of conversation on the screen S: Whose party was it? T: That is my friend, Ha She got married to Hung S: Where did it take place? T: It took place at Huong Giang hotel in Hue city S: Was it a nice place? T: Yes, it’s very wonderful 21 S: What time did it start and end? T: It began at 11 a.m and ended at about p.m S: What activities did you there? T: I watched wedding traditional activities such as picking the bride up, exchanging wedding ring… S: What kinds of food and drink were you served? T: Some traditional food, beer and sweet juices S: Do you like it? T: Yes, very much - T calls some Ss to read it aloud 3.WHILE- SPEAKING (20mins) Activity 1: Work in pairs Ask and answer about one of party you want, using the model above - T asks Ss to work in pairs One person asks and the other answers - T goes around to offer help - T calls on some pairs to make the dialogue in front of class - T gives feedback Activity 2: You are take part in a competition to organize the best party Questions and pictures below may be useful for you -T moves around and asks sts to have answers -T can ask and answer together *Make questions: + budget: How much you spend for your party? Where is your budget from? Example: Save money or ask parents for some money + date and time: When you organize your party? + who to invite: Who have been invited to the party? How many people you invite to the party? 22 +place:Where you organize your party? + Formal/informal: What kind of clothes you dress at the party? + decoration: How you decorate your party? + entertainment: What activities will take place? + food and drink: What food and drink will be served? - T devices class into group of - T asks each group to prepare the ideas of a party by answering those above questions - T goes around to control and help them 23 POST- SPEAKING (10mins) PRESENTATION - T takes turn to call the representative of each group to present their party in front of the class - T asks the class to select the best party - T gives marks and feedbacks HOMEWORK (2 mins) - Write a short paragraph to answer the question : “ In your opinion, what is your ideal party? what is it like?” - Prepare for listening part 24 [...]... students, a central role in every lesson and avoid speaking skills neglect 17 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 12 tháng 4 năm 2016 Tôi xin cam đoan đây là SKKN của mình viết, không sao chép nội dung của người khác Nguyễn Thị Luyến 18 IV REFERENCES 1 Google.com.vn/images 2.http://bizlive.vn /kinh- te-dau-tu/hon-75-trieu-luot-khach-du-lich-quoc-te-denviet-nam-nam-2013-53034.html 3.http://giaoducthoidai.vn/giao-duc/cai-thien-trinh-do-ngoai-ngu-dap-ung-nhucau-hoi-nhap-va-phat-trien-852-u.html... 3.http://giaoducthoidai.vn/giao-duc/cai-thien-trinh-do-ngoai-ngu-dap-ung-nhucau-hoi-nhap-va-phat-trien-852-u.html 4 http://huc.edu.vn/chi-tiet/2024/Vuot-qua-noi-so-noi-tieng -Anh. html 5 http://ngoaingu24h.com/2013/11/tam-quan-trong-va-loi-ich-cua-viec-hoc- tieng -anh/ 6 11 English Textbooks of the Ministry of Education and Training 7 Violet.vn 19 APPENDIXES LESSON PLAN UNIT 3: A PARTY Lesson: SPEAKING I OBJECTIVES By