Some activities help students practise speaking skill effectively in english 12 (basic)

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT4 THỌ XUÂN SÁNG KIẾN KINH NGHIỆM SOME ACTIVITIES HELP STUDENTS PRACTISE SPEAKING SKILL EFFECTIVELY IN ENGLISH 12 ( BASIC) Giáo viên: Nguyễn Trọng Thắng Chức vụ: Giáo viên SKKN thuộc môn: Tiếng Anh THANH HÓA NĂM 2016 TABLES OF CONTEN TS 1.Introduction Reasons for choosing the study…………………………………… Aims of the stduy………………………………………………… Subjects of the study……………………………………………… Methods of the study……………………………………………… Contents of the study……………………………………… 2.1 Rationale of the study………………………………………… 2.2 Current status of the problem before applying the study……… 2.3 Some activities help students practise speaking skills effectively in English 12…………………………………………… 2.3.1 Miss you most……………………………………………… 2.3.2 Interview…………………………………………………… 2.3.3 How much you know about this? 2.3.4 Response…………………………………………………… 2.3.5 Education dictation………………………………………… 2.3.6 Discussion…………………………………………………… 2.3.7 Busy time…………………………………………………… 2.3.8 Complete the words………………………………………… 2.3.9 Daily work…………………………………………………… 2.4 Effectiveness of the study for educational activities, with myself, the colleagues and the school……………………………… Conclusions and recommendations………………………… 3.1 Conclusions…………………………………………………… 3.2 Recommendations…………………………………………… Reference books…………………………………………………… Page 2 2 3 5 9 10 11 12 13 15 16 16 16 18 INTRODUCTION Reasons for choosing the study: In recent years the Ministry of Education and Training gave us yeartextbooks on English subjects performed synchronously at secondary schools all over the country, to meet the needs of today's new realities Each unit of study was compiled under five basic parts: Part A: Reading; Part B: Speaking; Part C: Listening; Part D: Writing; Section E: Language focus Through the teaching process, we may find out that in the practice sessions of design skills training activities are relatively reasonable, clearly help both teachers and students can easily grasp its mission through each specific task in the textbook However, over the years of teaching, I found that teaching speaking part at high school has encountered many difficulties and obstacles Students participating in this class is not natural, and passive This makes lessons become tedious, no depth Usually these classes are taught in a perfunctory, students not communicate effectively Thus, the practice of language in communication in a large part of students is not much 2015-2016 school year, I was assigned to teach in schools grades12, I myself have tried to learn, to explore ways to more effectively to teach speaking, especially speaking lesson in textbook grade 12 ( basic) How to create training activities share knowledge speaking skills classes become simple, practical, easy to remember high communicative is what I always concern and think Therefore, initiatives in this study I want to share with colleagues: "Some activities help students practise speaking skill effectively in English 12 (Basic)" Aims of the study This topic was conducted to help students improve speaking ability and confidence to help them communicate, as well as help them to have more interest in the English subject Subjects of the study This study will investigate the student's interest in learning English Then set out a number of activities to help students practise speaking skill in Speaking lesson in English grade 12 (Basic) Methods of the study Methods to build the theoretical basis: Learn the reality of the problem then find out the solutions to solve the problem Methods actual survey, gathering information: Distributing questionnaires learning attitude of students towards subjects in English before performing the subject Then gather information to grasp the spirit of their learning Statistical methods, data processing: After applying the theme will be the result statistics about the level of student progress to evaluate the success of your project CONTENTS OF THE STUDY 2.1 Rationale of the study Vietnam is on the development and international integration Thus, English is a powerful tool with requisite strength Also for that reason that English is seen as a major subject in the high school level The teaching and learning English has many ways, many ways and many different conditions, but are focused on the development of creative dynamism, the activeness of students in order to make it possible to identify and resolve their problems But in fact ability of listening, speaking, reading and writing skills, especially speaking (speaking skill)) of students are facing many difficulties, especially when communicating with foreigners Because communication is the favorable conditions to stimulate the use of foreign language learners to achieve the most effective However, speaking skills are sometimes forgotten by us only through the assessment language proficiency, knowledge not measured by the ability to use language Therefore we must pay attention a lot to the skills to equip students the ability to communicate confidently, fluently To this, teachers need to organize attractive learning environment in order to attract more students to participate Do these,Students will be more confident and more boldly to communicate in a foreign language later 2.2 Current status of the problem before applying the study 2.2.1 For students: To know exactly excited about studying English and learn whether they liked speaking lesson or not ? We conducted the survey found, with 90 students in the class 12A1 and 12A4 Sample surveys are as follows: Please tick your choice 1.You like or dislike studying English? Like very much Like Normal Dislike 2.You enjoy speaking not learn the details? Like very much Like Normal Dislike 3.Why you like (dislike) to learn lesson? Thank you for your cooperation ! And this is the result: T otal Like very Like Normal much 90 hs Sl % Sl % Sl % Before 10 11.1 15 16.7 25 27.8 applying the study speaking Dislike Sl 40 % 44.4 From the above results, I noticed that: The majority of students have no interest in learning English in general, speaking in particular Most students said that English was difficult subjects, most of them were afraid to study this subject Some students grasp knowledge is very little skill They also said that the speaking lesson learned for fun because their ability of practicing language was not noticed at the begging of learning English They also said that actually this part is not in the entrance examination so they should not need to pay attention to it Besides, some activities in the textbook are not only difficult but also very poor, boring and monotonous The lessons`about this part are often tedious and very few students involve For these reasons, they are very passive in the period and they are not interested Besides, the high school where I am teaching myself located in areas of rural ,the economy is difficult The main income of the people are dependent on agriculture, so the investment in learning for their children has not been focused, interested Therefore, students have difficulties in learning, even they not have enough material serving for learning 2.2.2 For teachers: The majority of English teachers were aware that teaching speaking skills is important but in fact speaking part of the English 12 (basic) is found: They are headache when they start teaching speaking period for the following reasons: The number of students in a regular classroom in our country today is 45 students, even those classes of over 50 students Therefore, teachers find it difficult to organize a speaking lesson with the numerous number of students and they are said to be very hard, can not control all the activities of the students Besides, the speaking activities in English 12 (basic) are not entirely suitable for students, there are many activities designed too hard but there are too easy activitis compared with levels of students Therefore, the speaking activities often end with chatting in their mother tongue 2.3 Some activities help students practise speaking skills effectively in English 12 (basic) 2.3.1 Miss you most Aims:Warm up to talk about the family Unit 1: Home life Time: minutes Preparation: No How to organize: Work in groups Process: Step 1: The teacher divided the class into two groups A and B Step 2: The teacher write on the questionnaire: When you leave your home for university next year, what or who will you miss most? Step 3: One student from each group answered questions in turn, using the word in the order of A, B, C Each student stand up to reply only once, and the group can help Step 4: Teachers and students will decide to accept or not accept each answer and the other group continued If after seconds that a group does not have the answer, that group will lose the first turn and the other group continued Each answer is acceptable scored point The team getting more points will be winner For example: Student from A: when I leave my home, I’ll miss my aunt most Student from B: when I leave my home, I’ll miss my bed most… 2.3.2 Interview Aims: Speaking about the work in every family Unit 1: Home life Time: minutes Preparation : A printed form information in Task How to organize: Work in groups Process: Step 1: The teacher divided the class into groups, each group of students and the same number of groups: divide the class into four groups, each consisting of students Step 2: The teacher gives each student a preprinted form information Step 3: Each student in the group goes to another group to conduct the interview following the suggested information Step 4: After minutes, the students returned to the group and report to the group about the new friend they have just interviewed For example: Student A: Can you tell me who works in your family? Student B: Both my parents work My father is a doctor My mother is a worker Student A: Who does household chores? Student B: My mother does most household chores Student A: What is your responsibility in the family? Student B: I help my mother the washing up and clean the floor I help my brother with his homework Student A: What interest your family members share closely? Student B: our schoolwork and TV programmes are what we share closely Student A: Who you often share your secrets with? Student B: I often share my secrets with my mother Student A: Who you talk to before making an important decision? Student B: I talk to my parents before making an important decision Report I talked to Mai Both her parents work Her mother does most household chores but she helps her a lot Her responsibility is doing the washing up, cleaning the floor and helping her brother with his homework Her family members share the schoolwork and TV programmes closely She often shares her secrets with her mother She talks to her parents before making an important decision 2.3.3 How much you know about this? Aim: Speaking on the issues outlined in pages 22, 23 textbooks Unit 2: Cultural diversity Time: minutes Preparation: pictures How to organize: Work in groups Process: Step 1: Teachers divide the class into groups, ask each group to appoint a representative Step 2: Teachers ask each group to draw pictures Each picture suggests one of the culture mentioned in Speaking part in the textbook page 22 Step 3: Each group's task is to observe the pictures and talk some understanding of the customs and culture of their group through their picture Step 4: When the time is over, teachers call representatives of groups to present their ideas to the class and other groups can ask questions suggested pictures: Answers: Topics mentioned in pictures People go shopping once a week Lovers hold hands and kiss in public Children sleep in their own bedrooms Three generations live under the same roof People ask questions about age people celebrate their birthdays Christmas is a national holiday Marriage is based on love 2.3.4 Response Aim: Practising repartee skill Unit 3: Ways of socializing Time: minutes Preparation: No How to organize: Work in groups Process: Step 1: Teachers divide the class into two groups A and B Step 2: One student in group A give a compliment, a student group B respond Then a student in group B give other compliment and other student in the group A respond Step 3: Continuously conducting the repartee; if any student interrupted for more than seconds (calculated by counting the class one, two, five) then stood up Step 4: Provisions for the repartee is that two students in the first desk talk to each other , two students in the last desk talk to each other symmetry through aisles or continuously according to orderly rows of desks and ensure every student will participate Step 5: Teacher reward student group has fewer students who have to stand up when the time is over Example: Student A: You look very nice in your new dress Student B: Thank you That’s a nice compliment… 2.3.5 Education dictation Aim: Revise vocabulary about education system Unit 4: School education system Time: minutes Preparation: sentences, each sentence with a missing word How to organize: Work in groups Process: Step 1: Teachers divide the class into four groups, ask each group to prepare a pen and paper and send representatives to record the answers on paper Step 2: Teachers read respectively sentences have content about the education system; each sentence with a blank Teachers read from education in the blanks Each group's task is to find a word or a suitable replacement numbers for the education of teachers to read each sentence 10 Step 3: After teachers reading sentences, the group hand in the answers and teachers read each group's answers to the class and remark them Step 4: Groups find many of the best will win Teachers’ reading part: When I was five years old, I was sent to education by my parents In our country, it is education for children between the ages of six and fourteen to go to school Many children below the age of four go to education school Children between the ages of education and 17 go to Upper-Secondary school A young child studies education to in a primary school Before entering Upper Secondary school, children have to spend education years at a lower secondary school The highest grade in our general education system is the education When finishing Upper Secondary school, students have to take a national examination for the education Answers: Kindergarten compulsory nursery 15 grades twelfth GCSE 2.3.6 Discussion Aim: Practising speaking about education systems in Vietnam and England Unit 4: School education system Time: minutes Preparation: set of vocabulary cards for each pair How to organize: Work in groups Process: Step 1: Teacher divided the class into many pairs and give vocabulary card for each pair Step 2: Two Students put on the table face-card vocabulary then choose the tag vocabulary and speaking problems recorded in the card A student will talk about the education system in Vietnam and student B talks about the education system in the UK to work together to find out the similarities and differences between education systems Step 3: When the time for the discussion is over, teachers call the representative of the group to report to the class about their results Step 4: Teachers call other couples to give comments or additional comments Vocabulary cards have been applied: Levels of education The age at which children start grade The terms Compulsory education Academic year The grades at primary school 11 School fee School system curriculum National examination 2.3.7 Busy time Aim: Consolidate all about the process of applying to universities according to specific time Unit 5: Higher education Time: minutes Preparation: Round of 12 numbers for the 12 months How to organize: Work in groups Process: Step 1: Teachers divide the class into two groups and put the round in front of the class Step 2: Turn one student per group to dial The hand points to which month, Student talks about his work will be done in that month to prepare for college Step 3: Student talks according to the suggestion in Task page 55 textbook Step 4: Every good presentation will be scored point, the group has more points wins Answers: Month Work October Learn for the first semester at high school Do 15 minute and one period tests November Learn for the first semester at high school Do 15 minute and one period tests December Take first term examination Januuary Get first term results Start second semester February Attend meetings introducing universities Choose the favourite univrsity or college March Fill in the application form Send the application form May Take the GCSE examination June Get the GCSE result July Take the entrance examination to the university of August Get the entrance examination result September Get a letter of acceptance from the university Go to university as a university student 12 2.3.8 Complete the words Aim: Revise vocabulary about jobs Unit 6: Future jobs Time: minutes Preparation: Photocopy handouts How to organize: Work in groups Process: Step 1: Teachers divide the class into four groups and give handouts Step 2: In handouts is 17 words, each word has only one of the key vertical: choose the right job The mission of the group is to read the clues and find the right words in horizontal rows only occupation, the (-) denotes the number of letters of each word, and a few from the compound Step 3: After minutes the teachers receive teh answers of three groups completing the fastest and give comment in front of the class The group find the most right words is the winner Handout made: SHEET Read the clues and find out the right words The dashes show you the number of letters of each word Some of them are two- word C _H _ _O _ _O S _ _E T _H _ _E 10 _R 11 _I _ 12 G 13 _H _ 14 T 15 G _ 16 O _ 17 B SHEET 2: Clues He can arrest criminals ( two words ) He designs houses, buildings… She wears and shows her new styles of clothes 13 He prepares food in the restaurant He spends most of his working time at sea She makes people’s appearance more beautiful He travels into space He designs clothes (two words) He makes people laugh a lot by his performance on stage 10 He writes articles for some newspapers 11 He stops fire 12 She takes groups of tourists around the city 13 He sells you things in a shop(two words) 14 He cures animals when they are ill 15 He plays records at a jazz club at night 16 He plays football professionally 17 He repares things like water pipes in your house Answers: police officer architect model cook sailor beautician astronaut fashion designer comedian 10 journalist 11 fireman 12 tour guide 13 shop assistant 14 vet 15 disc jockey 16.footballer 17 Plumber 2.3.9 Daily work Aim: Practise talking about the job characteristics of different occupations Unit 6: Future jobs Time: 10 minutes Preparation: pictures about different jobs How to organize: Work in groups Process: Step 1: Teachers divide the class into three groups and each group of students will be given a set of paintings including the pictures Step 2: Each student in the group will select any paintings and introduced to the group about the daily work of each profession The other students listened and commented to his friends Step 3: After minutes, teachers call the students of groups described the class about the work of the profession mentioned in the pictures Teachers call some other students give additional comments Teachers provide additional comments and remarks These paintings were done: 14 15 Suggested answers: Tranh 1: A policeman directs the traffic, helps people in the streets with information about traffic laws, prevents crimes, catches criminals… 2.4 Effectiveness of the study for educational activities, with myself, the colleagues and the school Thanks to the good use of the above activities, the achieved results during the past school year in Grade 12 I taught are very positive Comparing the results of 16 the questionnaire from the begging to the end of the study, we can the following results: Total Like very Like Normal Dislike much 90 studens(12A1,12A4) sl % sl % sl % sl % After applying the 25 27,8 40 44,4 15 16,7 10 11,1 study The majority of the children are interested in the subject, ready to participate in the activities required by the teacher during a period "speaking" in particular and English in general With this experience I have promoted students' positiveness and creativeness in learning activities A large number of students gain the knowledge, skills and train speaking skill for themselves The majority of students not like this subject at first, they have become confident in their capabilities And the results of their study have more positive change Results 2015-2016 academic school year: (Before applying the study) Total Excellent Good Fair Very bad 90 students sl % sl % sl % sl % (12A1,12A4) 3,3 15 16,7 30 33,3 42 46,7 Results 2015-2016 academic school year: (After applying the study) Total Excellent Good Fair Very bad 90 students sl % sl % sl % sl % (12A1,12A4) 10 11,1 30 33,3 40 44,5 10 11,1 CONCLUSIONS AND RECOMMENDATIONS Conclusions Teaching English at high schools, especially those located in areas where the economy is difficulty is a hard work, however, that is not an impossible mission To solve these problems, the first thing that requires teachers to have the mind to the job, hard to explore teaching methods to suit each student audience, gradually resolve the difficulties, discipline problems of a most efficient way Recommendations Through this study, I want to contribute a small part in helping students practice speaking skills through specific training activities most effectively, and also the desire to share a bit of teaching experience I taught in English 12 with all 17 colleagues I really hope that it will be a useful resource for the teaching of speaking parts most efficiently XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 25 tháng năm 2016 Tôi xin cam đoan SKKN viết, không chép nội dung người khác (Ký ghi rõ họ tên) Nguyễn Trọng Thắng 18 REFERENCE BOOKS English 10,11,12 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục English 10,11,12-Teacher book (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục Thiết kế giảng Tiếng Anh 10,11,12 (Chu Quang Bình) –Nhà xuất Hà Nội Giới thiệu Giáo Án Tiếng Anh 10,11,12 (Vũ Thị Lợi, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung)-Nhà xuất Hà Nội Hướng dẫn thực chuẩn kiến thức, kĩ môn Tiếng Anh THPT –Nhà xuất Giáo Dục Việt Nam 19 ... investigate the student's interest in learning English Then set out a number of activities to help students practise speaking skill in Speaking lesson in English grade 12 (Basic) Methods of the... always concern and think Therefore, initiatives in this study I want to share with colleagues: "Some activities help students practise speaking skill effectively in English 12 (Basic)" Aims of the... problems But in fact ability of listening, speaking, reading and writing skills, especially speaking (speaking skill) ) of students are facing many difficulties, especially when communicating with