Some motivational activities for students english speaking at high school

TABLE OF CONTENT Page 1.1 Reasons for choosing this subject .1 1.2 Purposes of research 1.3The scope of the research 1.4 Methods of research 1.5 Scientific novelty 2.1 Justification of scientific research .3 2.2 Organization and conduct of the approach to solving of problems in teaching speaking in English 2.6 Results of the research .13 3.2 Some theoretical recommendations for creating motivational background 15 IV.BIBILIOGRAPHY 16 I INTRODUCTION 1.1 Reasons for choosing this subject I am increasingly confronted with the fact that the knowledge of a foreign language becomes a vital necessity I would like to note that the most popular language now is English Foreign language promotes the development of mental processes This is due to the fact that when studying a foreign language a person has to operate with a different system of signs Syntactic constructions and grammar develop abilities for analysis and synthesis, memorizing lexical units operational memory, studying not only individual words, but also the context as a whole linguistic conjecture, intelligence and attention The language teaches to think logically, and also to choose the right variant from the set of values of each individual word Learning a foreign language develops the speech-motor apparatus of the child and, in addition, is a good prevention of speech defects Foreign language promotes the development of communicative abilities, as well as the removal of psychological barriers The child through learning the language (through dialogue, skits, monologic statements) becomes more sociable, and therefore more successful in the future [3,5] I would like to note that learning a foreign language is not just a matter of fashion or someone's whim, but a process of obtaining knowledge that is vitally important in a modern society developing towards globalization The reason for my choice of the topic is due to the fact that there is a contradiction between the need to acquire foreign language skills for students and the difficulties that arise during this Consider speaking as a type of speech activity Initially, speaking is based on language as a means of communication "Language, in turn, makes communication possible between speakers, because it is understandable for the one who communicates information and for the one who receives this information" [3] “The goal of teaching speaking in a foreign language lesson is the formation of such speech skills that would allow the student to use them in nonspeech speech practice at the level of common everyday communication” [1,7] The realization of this goal is connected with the formation of the following communicative skills among students: A) To understand and produce foreign language statements in accordance with a specific situation of communication, a speech task and a communicative intention; B) to exercise their speech and non-verbal behavior, taking into account the rules of communication and the national and cultural characteristics of the country of the language being studied; C) To use rational methods of mastering a foreign language, independently to improve in it Because of the above reasons, I carried out my own experienced initiative in the academic year with the theme: Some motivational activities for students’ English speaking at high school 1.2 Purposes of research On the basis of the proposed practical recommendations, students can be motivated to develop their speaking skills in English on the basis of English textbooks 11 for 11 classes 1.3The scope of the research The subject focuses on creation of some motivating speaking exercises for students of the grades 11 of Truong Thi high school However, the typical research objects who I boldly applied this subject are 11 B1, 11B2, 11 B3 classes and in some typical units 1.4 Methods of research Theoretical methods: - Observation of colleagues’ lessons, investigation - Studying and analyzing scientific literature based on pedagogical experience of teachers and scientists of other countries; - Summarizing, highlighting of the received information Empirical methods: - Statistics, comparison - Accumulation and selection of facts - Establishing links between them 1.5 Scientific novelty The scientific novelty of this study is due to the design of a series of exercises and activities in the English language classes in order to activate their motivational level for speaking in English This problem was studied and presented in the form of publications of my colleagues, but more so, on a theoretical level The exercises and developed activities can be applied not only in relation to the established school program, but also as independent, completely independent exercises for achieving the set goals That completely proves the scientific novelty of the presented research II CONTENT 2.1 Justification of scientific research Motivation (from Latin movere) - motivation for action; Psychophysiological process that controls human behavior, defines its direction, organization, activity and sustainability; The ability of a person to actively meet his needs External motivation (extrinsic) is a motivation that is not related to the content of a particular activity, but is conditioned by circumstances external to the subject Internal motivation - motivation, associated not with external circumstances, but with the very content of the activity Positive and negative motivation Motivation based on positive incentives is called positive Motivation based on negative incentives is called negative Example: the design "if I put order on the table, I'll get a candy" or "if I not indulge in, I'll get a candy" is a positive motivation The design "if I not put order on the table, they will punish me" or "if I dabble, they will punish me" is a negative motivation Stable and unstable motivation Steady is considered to be motivation, which is based on the needs of the person, since it does not require additional reinforcement The ability to communicate in a foreign language also presupposes the formation of certain qualities in students that make the process of mastering the language as a means of intercultural communication the most effective It is about education in the student: - Interest and positive attitude to the studied language, to the culture of the people speaking this language; - Understanding yourself as a person belonging to a certain linguistic and cultural community, as well as universal consciousness; - Understanding the importance of learning a foreign language; - The need for self-education » [2] Let us begin to consider the often encountered difficulties in the assimilation of such activities as speaking in English lessons One of the difficulties faced by students is the assimilation of speech structures in the native language, which prevents the formation of the speech mechanism of the language being studied This is due to the automatic translation by the students of the semantic units of the second language into the native language And also when trying to construct a speech utterance in English, the mechanisms of speech are replaced or completely superseded Another difficulty that some students face with regard to speaking in a second language are the so-called personal psychological barriers, manifested in the uncertainty that they will be able to build monologic utterances in the language in question, in fear that the reservations made will entail negative Evaluation The most common problem is motivation Students lack the living motives for mastering English As long as the student did not come to school, he solved all his communication needs using his native language, which, in turn, was formed under the influence of the environment, having mastered sufficiently his native language, the student simply does not need to learn a second foreign language [5,6,1] Consequently, the solution to the difficulties associated with is seen in the need to expand the circle of communication between students, the exchange of information with their peers from other countries, which will make learning English real and relevant To weaken the influence of the native language mechanism in the process of mastering the English language, it is important to determine the content of linguistic phenomena that must be compared with each other because of their sharp difference, and also describe the cases of rapprochement of the native and English language mechanisms that help to master the second language In addition, "it is necessary to strengthen the role of incentive assessments in the process of teaching English, noting the positive aspects in the speech skills and abilities of the student and, on such a background, to comment, indicate ways to eliminate gaps" [2,4] 2.2 Organization and conduct of the approach to solving of problems in teaching speaking in English Before asserting the correctness of my assumption about the importance of motivation to learning speaking in English, I and my colleagues decided to test it in practice Teachers and a foreign teacher of our school organized an experiment, the results of which would help us establish a level of motivation to study speaking in English The students of the eleventh grades were offered a questionnaire developed by our teachers during the school year, based on both theoretical and methodological literature, and on the basis of personal experience of each of us NAME: CLASS: DATE: TEACHER: PLEASE READ THE FOLLOWING STATEMENTS AND CIRCLE THE CORRECT ANSWER 1) When there is a choice between two options for doing a homework in English, it is better to it faster than to postpone YES / NO for a certain time 2) I get easily annoyed when I notice that I can not 100% YES / NO complete my homework in English 3) When there is a problematic situation during speaking in English, I most often raise my hand one of the last YES / NO 4) When I have days in a row there is no practice in English, I lose my peace 5) When I give up speaking practice in English, then I severely condemn myself, because I know that in it I would have achieved YES / NO success 6) I'm more attracted to other subjects than English YES / NO 7) The censure of the teacher in the lesson of English stimulates YES / NO me more than praise 8) I know that my classmates consider me to be able to speak YES / NO English as a student 9) My mistakes in English make my decisions more solid YES / NO 10) When answering a question in English, I not listen to YES / NO classmates' tips 11) Sometimes I postpone what I had to now YES / NO 12) The ability to speak in English is the key to my successful YES / NO future 13) Whenever I have to an important job in English, I not YES / NO think of anything else 14) During the holidays, I usually listen to British or American YES / NO channels 15) My successes in English to some extent depend on my YES / NO classmates This questionnaire contained the following yes/no statements: The applied experiment showed the next results: So, based on the results of the survey, we concluded that the need in increasing the level of motivation among students of the eleventh grades: 11B1, 11B2 and11B3 at Truong Thi high school is obvious The department of teachers in English, in particular with a foreign teacher, developed a series of activities according to the syllabus that, in our opinion, could be interesting and motivating for students 2.3 Designing independent motivational activities according to the syllabus in selected units (English textbook 11) 2.3.1 Some motivational activities: - Short speeches: Students may be given some easy topics and they prepare them in verbal or written form - Gap activity: This is a form of a dialague One student has some information which the other person does not have such as: an interview, self introduction This activity will remove the students hesitation - Role play: A teacher asks students to play different roles in the form of a drama This exercise will encourage the students to speak in real life situation - Discussions: A teacher will give some topics or pictures and give them instructions how to proceed Students will discuss the topic then the teacher or a leader of group ask questions and discussions are carried out UNIT TOPIC Motivational activities 1) Unit Friendship Role play 2) Unit A party Discussion – Short speeches 3) Unit 10 Nature in danger Gap activity 2.3.2: Research content Here I would like to present some of the motivational activities, which are used in three selected units in English textbook 11 Unit 1: Friendship Period 3- Part B: Speaking-Class: 11B1, 11B2 and 11B3 I OBJECTIVES: By the end of the lesson, Ss will be able to: - Improve the speech skills of monologic speech, the development of speech skills based on the creative use of previously learned material - Compare and collate Developing - the development of the ability to compare and collate speech units, the development of the ability to carry out reproductive and productive speech actions, - Understand the value of friendship, see the positive qualities of the individual and be able to talk about a friend, the formation of the need for friendly relationships among adolescents II TEACHING AIDS pictures, handout , worksheet II PROCEDURE Teacher’s activities I Warming-up (5 minutes) -Asks ss to write some statements about friends and friendship such as: Student 1: It takes a long time to grow an old friend Student 2: A friend in need is a friend indeed Student 3: A faithful friend is better than gold Leads Ss into the content of the lesson II Pre-speaking and while-speaking (25 minutes) Task 1: Talk about a friend whom you like best -Asks ss to answer the questions: What is his / her name? How old is (s)he? What does (s)he look like? -> good-looking, slim… What are his/ her personalities? -> Hard-working, modest, generous… What are his/ her hobbies? -> reading, traveling… Why is he/ she interested in Maths/ English? How much time does he/ she spend on English every day? -> 2-3 hours… Why you like him/ her? -> friendly, helpful … What made him/ her successful? -> patient, studious … 10 What does he / she in his/ her free time? Match the questions with the correct answers and then practice dialogue in pairs Journalist Interviewee Task 2: Answer What’s his name? a He’s friendly, and helpful When was he born? What does he look like? What are his hobbies? What are his personalities? Why is he interested in Maths? How much time does he spend on Maths every day? What makes him a good friend? What is the main reason for his success? 10 What does he in his free time? b Well, he’s thin and tall With a bright face, a broad forehead and thick glasses, he looks very intelligent c Reading books and playing badminton are his hobbies d He likes playing soccer He says that this sport can help him reduce stress e I think that is precisely because he is studious, patient and eager to learn anything related to Maths f His name is Nam g He often tells me that he can see lots a magic thing in this subject h He was born in 1990 i He spends hours a day studying Maths k What I like most about him is that he is very humorous key: 1-f 2-h 3-b 4-c 5-a 6-g 7-i 8-k 9-e 10-d III Post- speaking (15 minutes) Task 3: Role – play: Talk about a famous friend Model Conversation: J: Hello, I’m… I’m a journalist for Truong Thi high school I know you are … friend Could you give me some information about ? J: What’s your friend’s name? I: He is Dung J: When was he born? I: He was born in 1990 J: What does he look like? I: He’s tall He has a square face with a broad forehead He’s good-looking J: What are his hobbies? I: He likes doing Maths J: Is he friendly? I: Yes He’s caring , helpful to everybody J: Thanks for giving me time Bye I: You’re welcome Unit 3: A party Period: 14- Part B Speaking-class: 11B1, 11B2, 11B3 I OBJECTIVES: By the end of the lesson, Ss will be able to: - know other parties in Viet nam and oversea countries - describe a party and how to plan a party II TEACHING AIDS: pictures, extra board, cards III PROCEDURE Teacher’s activities Warm –up (5 minutes) Asks ss to tell the name of some popular parties in Viet Nam e.g.: Student 1: a Birthday party Student 2: a Wedding party Student 3: a New Year party - Leads Ss into the content of the lesson Pre-speaking (20 minutes) Task 1: Provides ss other kinds of parties - Show on the slide Barbecue party- it is a party when your friends or relatives gather together in a garden or in a forest - Barbecue, a party in the fresh air Fancy dress party (word semantification with a picture on the slide) - costume party House-warming party - it's a party that you have to move in Sit-down meal - it's means that you sit at the table with your friends or relatives - Asks ss to listen and repeat - Asks ss to give translation Task 2: Food and drink - Opens a new slide with the names of drinks and snacks Hot drinks - alcohol drinks - Alcoholic beverages Snacks - They are sandwiches, crisps and so on Soft drinks - juice, mineral water and so on - Asks ss to give translation Task 3: Clothes - Clothes are important, especially at the parties Dress casually- it means that you dress - Dressing comfortably Dress smartly - it means that you dress tidy, clean and fashionable.- Dress beautifully and fashionably Wear formal clothes - Wear official clothes (the student translates the word, as it is familiar to them) - Asks ss to listen and repeat these words - Asks ss to translate Task 4: Filling the missing words - Asks ss to use the above words to fill it in meaning We often have a……… in the summer I hate……… Because we only eat and talk It is very harmful for your health if you drink ……….a lot There are different ………in a café I like wear …… It is comfortable If you go to a wedding you must wear…… clothes Answer: - a barbecue party, 2- sit-down meal, - hot drinks, 4- snacks, - casually, 69 formally Post- speaking (20 minutes) Task 5: Describe a party - Divide into groups of or students - Each group gets cards with the key words - Asks ss to try to use them in their description Model descriptions Group 1: We've chosen a barbecue party We can see a large family: a grandfather, a grandmother, a mother, a father and their children They are having a barbecue party They enjoy the beautiful country side The father is a barbecue and the mother is telling him a joke The grandfather and the grandmother are chatting and enjoying the meal The children are eating delicious snacks and drinking soft drinks Group 2: We 've chosen a finishing school year party Teens are very glad and happy, because it is the end of the school year They are at the party It is a youth party, that's why they are wearing casually: T-shirts and jeans Of course, they are listening to music and dancing We think they are listening rap or R'n'B Students are going to have summer holidays, that's why they are laughing and telling jokes Some students are chatting, one of them taking photos of his friends Asks ss to prepare an oral report on the last party, which was attend by students, consisting of 10-13 sentences 10 Unit 10: Nature in danger PERIOD 63 - Part B - SPEAKING - Class 11B1, 11B2, 11B3 OBJECTIVES By the end of the lesson, Ss will be able to: - talk about endangered nature - express their own ideas about measures for protecting endangered nature II LANGUAGE FOCUS New words words related to the nature III TEACHING AIDS pictures, handout , worksheet, real objects IV PROCEDURE Warm up (5 minutes.) - Asks ss to look at the apple: Imagine it’s our Earth I’m cutting it into pieces Three quarters of the Earth surface is water and only 1/4 is land One half of it is habitable The rest of the land is the deserts, mountains, frozen ice-caps and other places where people cannot live in And now I’m cutting this half into four parts It’s impossible to believe but only 1/32 gives us food and home And it will be a catastrophe if we destroy it I’d like you to think over this problem much more seriously and find out the ways to save our fragile planet - Let's begin our lesson from the revision of lexical material Pre-Speaking (20 minutes) Task 1: Lexical charging A/ Translate expressions from English into Vietnamese: - Protect the environment: bảo vệ môi trường - To solve ecological problems:giải vấn đề hệ sinh thái - To throw out tons of harmful substances: ném hang rác thải có hại - Industrial and nuclear wastes: rác thải hạt nhân công nghiệp - Poison the seas and rivers: làm ô nhiễm dòng sông bải biển B/ Check vocabulary understanding by finding the definitions of some new words in this table Ecology a) A gas in the atmosphere The gas that we breathe out 11 b) The Earth is becoming warmer because there is too much carbon dioxide in the atmosphere Flora c) The study of how living things interact with each other d) When the land, sea or air becomes dirty or Fauna poisonous Habitat e) The animals of a region f) A place that provides animals and plants with food, Pollution water and shelter Carbon dioxide g) It means simply what is around us Greenhouse Effect h) All the plants that grow in a region Answer: 1-c; 2-h; 3-i; 4-j; 5-f; 6-d; 7-a; 8-b Environment 3.While-Speaking (10 minites) Task 2-Asks ss to look at some pictures and filling the missing words in the following sentences: …………… forests …………………… trees for wood Discharging………………… into the environment Killing ………………… for fur, skin and food 12 Using fertilizers and……………….for cultivation ……………… or capturing animals for recreation Keeping animals as……………… Key: 1- Cutting down; 2- Burning; 3- chemicals pollutants; 4- endangered animals; 5- pesticides; 6- hunting; 7-pets Post-Speaking ?(10 minites) Task 3: Match the reasons with possible measures for protecting the environment below: Reasons why nature is Measures for protecting threatened endangered nature Killing endangered a Killing endangered animals for fur, skin and animals for fur, skin and food should be banned food b.Planting trees should be encouraged Keeping animal as pets c Keeping animals as pet should be discouraged Hunting or capturing d Zoos and national parks should be established animal for recreation or to save animals and plants entertainment e Animals should not be capture for recreation Burning forests and entertainment Cutting down trees for f All kinds of animals and plants should be wood protected Using fertilizer and g Discharging chemical pollutants into the pesticides for cultivation environment should be prohibited Discharging chemical h Decreasing the use of fertilizers and pesticides pollutants into the for farming should be encouraged environment Key: 1-a; 2-c 3-d,e 4-b 5-b 6-h 7-g 2.6 Results of the research After applying activities mentioned above, we have tested the level of motivation to speaking in English in the same grades in order to see the changes We noticed that the interest of students in the English language grew significantly Many of them were interested in additional activities Also among the motivated students were the least successful students throughout the training course Students became more active and motivated They openly showed a positive attitude to English classes and began to homework with pleasure The results of our research showed: 13 III Conclusion and recommendations 3.1 Conclusion As a rule, the student's learning activity is motivated not by one motive, but by a whole system of diverse motives that intertwine, complement each other, are in a certain relationship among themselves Motivational sphere is the core At the beginning of his school life, having an internal position of a student, he wants to learn, and to study well, perfectly Among the various social motives of the teaching, perhaps the motives are "to bring joy to the parents", "I want to know more", "I'm interested in the lesson" With knowledge, the student receives high marks, which, in turn, are the source of other rewards, a pledge of his emotional well-being, a matter of pride When a student successfully studies, he is praised by both the teacher and parents; he is set as an example to other children Moreover, in a class where the teacher's opinion is not only decisive, but the only authoritative opinion with which everyone is considered, these aspects come to the fore And although to some extent the concept of "good work" or the distant prospect of getting an education in a university can not be directly motivated to a student of an elementary school, nevertheless, social motives are important for the student's personal 14 development, and for children who well with class, they are fully represented in their motivational schemes In conclusion, I would like to note that the art of education nevertheless consists in creating the right combination of "understandable" motives and motives of "really acting" and at the same time in the ability to timely assign a higher value to the successful result of the activity in order to ensure this transition to a higher type of internal motives, governing the life of the individual 3.2 Some theoretical recommendations for creating motivational background For the formation of motivation, it is necessary to create favorable and normal conditions for the course of the educational process: - To create or restore the students a general positive attitude to stay in school, a particular classroom, - To improve material maintenance of educational process with equipment (visual aids, technical means), - To provide the necessary minimum of a stock of knowledge on the given subject, to equip students with basic practical skills and skills of educational work - To form the ways of interaction and cooperation with other people; - To educate social attitudes and ideals; - To change the position of students in the classroom, the group (the conversion of the student into an asset); - To change a social role (the successful student begins to be responsible for the unsuccessful one); - To change the role of the evaluator and the evaluated, the ability to assess oneself from the position of another person; - To link the life of a classroom with the life of the school, the country These general conditions will create only a background for purposeful work on the formation of motivation for learning At the same time, without them it is impossible to set the task of educating a full-fledged motivation One can not think that there are means of forming motivation, isolated from the whole state of the educational process I would like to hear the comments of all my colleagues to make my research more complete! I hereby declare that this initiative is written due to the personal experience, and was not copied I respectfully thank you! COMMENTS AND ASSESSMENT OF THE SCIENCE COUNCIL Thanh Hoa, May 29th, 2017 The author Trần Thị Giang 15 IV.BIBILIOGRAPHY Nguyen Hanh Dung (2003), Methods of teaching English in secondary schools, Educational Pulisher Dornyei, Z.(2002), Motivational strategies in the language classroom, Cambridge University Press Jermy Harmer, How to teach English, Saigon Cultural Pulisher Garder, R.C, and Lambert, W.E (1972), Attitude and moyivation in Second Language Learning, Rowley, MA: Newbury House Ratanawalle Wimolmas, Thammasat University, Thailand Chu Quang Binh(2009), Design lectures in English 11, Ha noi Pulisher https://www.teachingenglish.org.uk/article/motivating-speaking-activities http://www.teachingenglish.edu.vn/en-US/Teaching-tips/Secondary/tel.html 16 ... theme: Some motivational activities for students English speaking at high school 1.2 Purposes of research On the basis of the proposed practical recommendations, students can be motivated to... 3.2 Some theoretical recommendations for creating motivational background For the formation of motivation, it is necessary to create favorable and normal conditions for the course of the educational... exercises and activities in the English language classes in order to activate their motivational level for speaking in English This problem was studied and presented in the form of publications of