USING ENGLISH LANGUAGE SHORT FILMS TO DEVELOP THE LISTENING AND SPEAKING SKILLS

Sáng kiến kinh nghiệm trung học phổ thông này quý thầy cô sẽ có nguồn tài liệu tham khảo hay, củng cố xây dựng phương pháp dạy hiệu quả, qua đó giúp các em học sinh tiếp thu bài tốt, nắm vững kiến thức phát triển tư duy trí tuệ. Sáng kiến kinh nghiệm tiểu học tập hợp các đề tài đa dạng mang tính ứng dụng cao như ứng dụng công nghệ thông tin trong trường học

SỞ GIÁO GIÁO DỤC DỤC VÀ VÀ ĐÀO ĐÀO TẠO TẠO THANH THANH HÓA HÓA SỞ TRƯỜNG THPTQUAN QUANSƠN SƠN22 TRƯỜNG THPT SÁNG KIẾN KINH NGHIỆM USING ENGLISH- LANGUAGE SHORT FILMS TO DEVELOP THE LISTENING AND SPEAKING SKILLS FOR THE STUDENTS OF CLASS 11A1 AT QUAN SON USING English- LANGUAGE SHORT FILMS HIGH SCHOOL IN QUAN SON, THANH HOA To develop listening and speaking skills for the students of class 11A1 atQuan Son high school in Quan Son, Thanh Hoa Eqweqws,.vdb.nbvbbEqweqws,.vdb.nbvbbfasdnaljhcvcfkjbivb,fg.; Ngi thc hin: Lê Thị Hà Chc vụ: Giáo viên SKKN thuộc lĩnh vực: Ngoại Ngữ THANH NĂM 2018 TABLEHÓA OF CONTENT PART I INTRODUCTION…………………………………………… 1.1 Rational…………………………………………………………………… 1.2 Aims of the study………………………………………………………… 1.3 Subjects of the study……………………………………………………… 1.4 Methods of the study……………………………………………… …… PART II: CONTENT… ………………………………………………….….3 2.1 Literature review……………………………………………………………3 2.1.1 Short films in the development of listening and speaking skills in the language learning classroom ……………………………… ……………… 2.1.1.1 Benefits of using films in the development of listening and speaking skills………………………………………………………………… 2.1.1.2 Reasons to choose short films in the language learning classroom…… 2.1.2 Some pedagogical approaches to teach language using short films 2.1.2.1 Basic Teaching Techniques 2.1.2.2 Cs and Ss 2.1.2.3 Tell Me 2.1.3 Assessment using films .6 2.1.3.1 Learning objectives 2.1.3.2 Checking for learning .6 2.1.3.3 Possible outcomes 2.2 The reality of listening and speaking English of the students of class 11A1 at Quan Son High School…………………………… ………… … 2.3 The procedure of using short films to develop listening and speaking skills for the students of class 11A1 at Quan Son High School ……… ….7 2.3.1 Time and Measurement……………………………… …………………7 2.3.2 Method…………………………………………… …………………….8 2.3.2.1 Techniques used in Stage of the study……………………………… 2.3.2.1 Techniques used in Stage of the study……………………………… 2.3.3 Suggested topics in choosing short films and detailed plan…………… 10 2.3.4 Some illustrating examples for a film study lesson…………….……… 11 2.3.4.1 The example on Stage 1……………………………………… …… 11 2.3.4.2 The example on Stage 2……………………………………………….14 2.4 Results and Findings………………………………………………………17 PART III: CONCLUSION 3.1 Conclusion………………………………………………….…………… 18 3.2 Suggestions…………………………………………………………….… 19 REFERENCES DANH MỤC CÁC SÁNG KIẾN KINH NGHIỆM ĐƯỢC XẾP LOẠI CẤP SỞ GD& ĐT THANH HOÁ An attached CD with the short films used in the study and some recorded speeches PART I: INTRODUCTION 1.1 Rationale Listening and speaking are necessary skills for effective communication in any language throughout the world While English language is widely used for communication, the competence in English is considered as an added potential The ability to speak in English fluently internationalizes the outlook of the people in comparison to other languages used for communication English is the language of the international business, technology, science and travel and the ability to communicate in English can be kind of a linguistic power It can be said that learner of a new language face exciting challenges in developing their abilities to speak, listen, read and write and in learning about other cultures Nowadays, with the develpoment of science and technology people in general and students in particular are surrounded by information from several sourses and reaching information becomes more important everyday Besides, in order to cope with the challenges of the intensity of information faced by students, especially high school students, they need to develop different and more useful methods than those previously used In Vietnam, English is a compulsory subject in cirriculum and also a core subject in the National Examination It is taught at school when students are in grade However, there is a fact that a lot of high school students who have been learning English for years can not recognize the sounds they hear and speak the language Generally speaking, students often feel nervous or shy when they try to speak English They even struggle to understand what someone is saying to them despite years of study They are embarrassed about their pronunciation or worried that they speak too slowly Despite the fact that they have vocabulary and grammar, it is difficult for them to actually to use their English to speak There are more and more innotivate approaches helping students in studyding English and developing speaking and listening skills Film is both engaging and authentic; it offers experiences close to real life and real use of living language Through short film, teachers can bring new worlds into the classroom and bring language learning alive For these above reasons, I would like to choose the topic “ USING English- LANGUAGE SHORT FILMS To develop the listening and speaking skills for the students of class 11A1 at Quan Son high school in Quan Son, Thanh Hoa” in the hope of helping students, especially the students of class 11A1 at Quan Son high school develop their listening and speaking skills though watching short films in regular basis I also expect that English short films as authentic materials are possible to use to boot the confidence of the students to enhance the communication skills It is hoped that both students and other teachers will find some useful reference for their learning and teaching 1.2 Aims of the study The study is aimed to help the students: - Become familiar with the different accents of native speakers, listen to correct pronunciation and intonation patterns as well as recognize the sounds they hear, imitate them and then develop their listening skill - Learn English phrases used in real life situations, improve vocabulary and catch authentic languages - Create more opportunities to learn English usage in real life and enhance their speaking skills 1.3 Subjects of the study The study is carried out with 39 students of the class 11A1 who have been learning English for years( years at lower secondary school with English 6,7, 8, and years at upper secondary school with English 10, 11) These students are from Quan Son High School in Quan Son, Thanh Hoa They are mainly from ethnic minority, Thai people Among 39 students who take part in the study, most of them have basic knowledge in English and modern mobile phones which can be connected by wifi or 3G everyday Although they have vocabulary as well as structure, they not recognize the sounds and are quite shy when they speak out, even they not know how to speak 1.4 Methods of the study In order to achieve the above aims, the teacher uses English- language short films as authentic materials in the development of listening and speaking skills Students will have time to watch short films with subtitles or without subtitles After listening in a period of time, they will gradually improve listening skills, copy or imitate the pronunciation, then know spoken English and speak more natuarally In this study, theory study, observation, data collection and analysis, discussion as well as evaluation are mainly used to achieve the aims of the study PART 2: CONTENT 2.1 Literature review 2.1.1 Short films in the development of listening and speaking skills in language learning classroom Many researches have shown that films have much to offer language teachers in helping learners develop their knowledge of language and cultural awareness Through films, teachers can bring new world into the classroom and bring language learning alive 2.1.1.1 Benifits of using films in the development of listening and speaking skills * Learning from films is motivating and enjoyable Motivation is one of the most important factors in determining successful second- language acquisition Films and TV shows are an intergral part of students’lives so it make perfect sense to bring them into the language classroom Films, as motivators, also make the language process more entertaining and enjoyable.[3] * Films provide authentic and varied language Films provide students with examples of English used in “real” situations outside the classroom, particularly interactive language- the language of real-life conversation Films exposes students to natural expressions and natural flow of speech, especially for the students who are not living in an English- speaking enviroment.[3] * Films give visual contexts The “visuality” of film makes it an invaluable language teaching tool, enabling learners to understand more by interpreting the language in a full visual context Films assist the learners’comprehension by enabling them to listen to language exchanges and see such visual supports as facial expressions and guestures simutaneously These visual clues support the verbal message and provide a focus of attention.[3] * Variety and flexibility Films can bring variety and flexibily to the language classroom by extending the range of teaching techniques and resources, helping students develop their communicative skills For example, films can be used to practice listening and reading, and as modals for speaking and writing Films can also act follow-up tasks such as discussions, role play, reconstructing dialoge or summerising It is also possible to bring further variety to the language learning classroom by screening different types of film: length films, short films, adverts, ect.[3] 2.1.1.2 Reasons to choose short films in the language learning classroom Short films are valued in the classroom because of many reasons Firstly, they are more manageble in a classroom, and in lesson time, than a feature film, and because very often short films have something a little special- a quirky story, an unusual setting, a distinctive visual style Secondly, most short films are under 10 minutes long, they can be shown several times in a class and students are able to acquire detailed familiarity with the film which is important in enabling students to critically engage with the material on a meaningful level As most short films can be watched several times, a different focus or activity can be used for each viewing which may help to develop intergrated skills Another reason why short films are particularly useful to exploit in a single lesson is that they offer a complete narrative in a short space of time, which captures and holds students’ attention quickly Besides, many modern short films which can be exploited in language teaching are silent or quasi silent These short films with little or no dialogue give students the opportunities to supply the language by creativing their own spoken dialogues Therefore, short films are the perfect vehicle for using moving images in the language learning classroom and for promoting listening and oral communication.[5] 2.1.2 Some pedagogical approaches to teach language using short films In film education, a number of techniques and approaches have been devised, tested, and shared over the years According to Guide Short Film in Language Teaching of BFI( British Film Institute) 2018(http://www.bfi.org.uk/), there are some useful ways of approaching the study of films in both literacy and language lessons, particularly in the development of speaking and listening skills Those approaches are as follow: - Basic Teaching Techniques - Cs and Ss - Tell me 2.1.2.1 Basic Teaching Techniques The first set of apporoaches call Basic Teaching Techniques, come from a resource published many years ago call” Moving Images in the Classroom” In this booklet, a group of teachers and advisers came up with eight” Basic Teaching Techniques” ( BTTs), designed to help teachers who hadn’t used film, video or TV before in their teaching to make the most out of these media Eight Basic Teaching Techniques: Technique 1: Freeze Frame- concentrates on the visual language of moving images Technique 2: Sound and Image- highlights the important sound in the interpretation of moving image texts Technique 3: Spot the Shots- draws attention to the editing process Technique 4: Top and Tail- show how moving image text are produced and circulated to audiences Technique 5: Attracting Audiences- show how moving image texts are produced and circulated to audiences Technique 6: Generic Translations- ways of making changes to moving image texts and relating them to other media Technique 7: Cross- media Comparisons- changing moving image texts and relating them to other media Technique 8: Stimulation- changing moving image texts and relation them on other media The eight basic techniques are designed to help teachers unravel the codes and conventions of the moving image, and enable them to use a wider range of film and video texts in the classroom when teaching languages The techniques are not age- specific 2.1.2.2 Cs and Ss Cs and Ss are a way of categorising and analysing techniques in films that either share features with other modes of storytelling, or which are distinctive to film The “Cs and Ss” approach offers possiblities for vocabulary work in a variety of languages for example in identifying colours, places, character types and adjectival descriptions of mood The original’ family’ of Cs and Ss comprised: - Character, Story, and Setting( categories that could be applied across film, print, and other fiction media) - Camera, Colour, and Sound( categories specific to film) Some approaches to the films in the pack using these categories as well as some new ones: * Symbol can be applied to films, books, oral stories and pictures * Sequencing: the order of events and ideas in the text- is the subject of “Story” * Composition: refers to the ways in which objects, people, light are arranged in a single shot or frame * Cutting refers to one aspect of” editing” * Categogy refers to the genre or format in which we might position a film The” Cs and Ss” approach offers possibilities for vocabulary work, for example in identifying colours, places, character types, and adjectival descriptions of mood 2.1.2.3 Tell Me The “Tell Me” approach is based on a questioning framework developed by a group of teachers, authors and advisors for eliciting children’s responses to the books they were reading This questioning framework was worked on and refined over a long period, with teachers and children, in an attempt to ensure that the questions were generative- i.e that they created spaces for children to talk and extensively- and that they did not threaten, or imply a right answer The effect is something like a conversation, rather than a lesson Basic’ Tell Me' question examples: - Were there anything you liked? - What caught your attention? - Was there anything you disliked? - Was there anything that puzzuled you? - That you’d never seen in the film before? - That surprised you? - Were there any pattern? The original’ Tell Me” question framework was developed further into a set of ‘grid’, that placed four categories( like Colour, Sound, Character and Story) 2.1.3 Assessment using films Using short films as a context for learning can offen be seen by students as a novel or “ fun” approach to language learning because film study may be new to them or outside of their standard language learning context This should not mean,however, that learning language through films is not a meaningful or useful way to acquire new language skills and structures As such, teachers should ensure that they make the most opportunities to move students’ learning forward during film study lessons To ensure that assessment is effective, the following three questions from the planning stage when deciding to teach a series of lessons using a short film What teachers want students to learn during the sequence of film study lessons? How can teachers check that students are making progress during lessons? 3.What types of outcomes might teachers look for? In addition, teachers may want to identify specific points of grammar language learning skills which they want to teach students as they work with a film Therefore, assessment using films can be devided into: - Learning objectives - Checking for learning - Possible outcomes 2.1.3.1 Learning objectives At the planning stage, it is important to think about what teachers want students to learn during the film study lessons to give the learning sequence structure and purpose( consists of suggested grammar focus or skills acquisition) In practice, this makes a teacher’s job easier and more effective because it defines a direction of travel It will be easier to structure a sequence of learning activities in relation to the ultimate goal.[2] 2.1.3.2 Cheking for learning Teachers will probably have a number of techniques for checking for learning( or assessment for learning) These approaches can apply equally well to film contexts as any other language learning contexts Checking students’ progress towards the learning objectives will help the students feel more secure and motivated in their learning.[2] 2.1.3.3 Possible outcomes In reference to assessment, it might help to think of outcomes as a summative test which will prove to the the teacher and the students that they have made substantial progress during the sequence of lesson based on a short film In other words, has students’s learning progressed sufficiently in reference to the teacher’s original learning objectives to ensure that they can confidently produce a final piece of work which bring together the stands of learning Outcomes will depend on starting points, prior learning and the maturity of the students.[2] 2.2 The reality of listening and speaking English of the students of class 11A1 at Quan Sơn High School Quan Son is one of the mountainous districts of Thanh Hoa province The living condition and studying condition are poor and restrict Although students who are in grade 11 have been learning English for years, they still feel that English is a very difficult subject, especially the listening and speaking skills Most of them not receive sufficient exposure at home They have many difficulties in recognizing sounds, understanding English sentences as well as using English to communicate with others because of the lack of knowledge on sentence pattern, grammar knowledge, poor vocabulary and even wrong pronunciation Moreover, in English conversations or communicative situations, words, phrases and expressions used are quite different from what they have seen and learnt in reading passages or other written documents because these expressions are spoken language Additionally, the students who study at Quan Son High School in Quan Son, Thanh Hoa are mainly from ethnic minority, Thai people Their mother tongue is Thai language and they not have opportunities to study English extra or use it outside classrooms Thus, they find it difficult to remember English words, the pronunciation as well as the usages Those are the reasons why their English listening and speaking skills are not good Besides, Quan Sơn has the boder with Laos and a lot of foreigners come here every year They mainly use English to communicate with local people However, most of the students can not communicate in English, even they can not hear and understand what the foreigners are saying as well as how to reply Therefore, developing English listening and speaking skills is really necessary and important for students here in their English learning and in their daily lives as well 2.3 The produre of using short films to develop listening and speaking skills for the students of class 11A1 at Quan Son High School 2.3.1.Time and Measurement 2.3.1.1.Time The study is carried out on extra lessons every Wednesday afternoon Each lesson last 45 minutes once a week at class and students are watched gain everyday at home( films are up on the group of the class on Facebook) The study lasts months ( from January 31st 2018 to April 25th 2018) with stages: Stage 1: the first months ( from January 31st 2018 to March 28th 2018) Stage 2: the last month ( from April 4th 2018 to April 25th 2018) 2.3.1.2 Measurement Assessment of oral language must focus on a student’s ability to interpret a conveying meaning for authentic purpose in interactive context Giving students a mark for speaking is challenging job Evaluating speaking is difficult as there are many things to pay attention at the same time One possible solution for this is to pay attention on one or two aspects at a time For an example a particular speaking activity or task the teacher can focus on marking the content and the word stress For next, the teacher can pay attention on intonation and linking sounds In this study,I myself evaluate the students’ listening and speaking skills by results of trial tests( taken on the first week and last week of the study), speeches I record at class, their recorded ones they send on the group of the class on Facebook as well as my observation about their improvement compared to their level at the beginning to see whether the students are able to listen and recognize sounds better, minimize errors, use new words and phrases that they learnt when they speak, speak confidently, speak clearly or organize ideas Table 1: Measurement scale Level Competencies Level Student listened or spoke one or two words from speech sentences, the sentence is meaningless Level Student listened or spoke approximately 1/2 of the words from the sentence, the sentence does not provide the full meaning Level Student listened or spoke more than ½ of the words from the sentence, the meaning of the sentence is almost there Level Student has completed ¾ of the sentence, with some mistake in pronunciation The meaning of the sentence is apprehended Level Student listened or spoke the sentence complete and full Moreover, I also have discussion with my students and my colleage working with me at Quan Son High School on using short English language films in the development of listening and speaking skills and evaluate it 2.3.2.Method The teacher have students watch short films on Projector and gets the students to emitate or copy the characters’ pronunciation and then some more tasks related to the films Students have these films on their computers or mobile phones at home so that they can watch again and again everyday From watching many times, they may develop their listening and speaking skills 2.3.2.1 Techniques used in Stage of the study The teacher asked the students to make a trial test in order to check their listening as well as speaking (the first survey) Moreover, the teacher directly talked with the students about the difficulty that they were facing with The result showed that they find it difficult to hear the sounds Therefore, in this stage, the teacher provided short simple cartoon films with simple words or short phrases which are often used in daily lives Duration: months Learning objectives: focusing on developing listening skills and their pronunciation Sources: short cartoon films or simple short films with subtitles Length of the short films: 3-5 minutes Possible outcomes: listening, recognize the sounds in the films and copy the pronunciation  Teaching techniques - Step 1: Let students listen to the sounds of the short film and check which words and how many correct words they listened - Step 2: Have students watch the short film with English subtitle Do it 2-3 times again - Step 3: Ask them watch the film without subtitles 2-3 times - Step 4: Show the film again, pause after each sentence, and get students to repeat after the characters Copy or imitate their pronunciation - Step 5: Play the film again and in this time students speak with the characters at the same time, no pausing Copy their pronunciation, emotions and movements of the characters Use English subtitles if needed - Step 6: Record voice of two students by using mobile phone and compare the voices recoded to the characters’ pronunciation * After that, the films are up on the group of the class on Facebook so that the students can watch again at home everyday They are informed to send the recorded speech before Tuesday 3.2.2.2 Techniques used in Stage of the study Duration: one month Learning objectives: focusing mainly on speaking skills Sources: simple short films without subtitles Length of the short films: 2-10 minutes Possible outcomes: listening, understanding the film and being able to some tasks related to the films In this stage, teacher focuses on short film with particular content for students to watch and plan activites related to these film in order to improve oral skill Teaching techniques: -Pre- viewing: ( before watching the short film) to give more language expose to enhance the describing abitities of the students to build up the confidence to communicate effectively + pre- teaching of key vocabulary + predicting the story + guessing the plot of the film using the title of the film + brainstorming words related to the themes of the film - While- viewing: ( while watching the short film) with the intention of helping students to maintain the attention + answering questions + choosing the best answer for multiple choice questions + having discussion -Post- viewing: ( after watching the short film) with the aim of improving speaking skills using more interactive actitivies + selecting a scence or character that students like very much and describe + acting out a scene that they like very much as a group activities using same dialogues + role play + talking about the character they like 2.3.3 Suggested topics in choosing short films and detailed plan 2.3.3.1 Suggested topics in choosing short films Basing on the content of units in English 11 textbookand the requirement about the communicative English I recommand some topics such as: - People: Introduce yourself, the family,the hobby, the person they like, the person they admire, the closest friend, the idol… - Education: the school, the subject they like, the teacher they admire, the education system they wish, describe their school day… - Sport: the popular sport in theyr country or in the world, the kind of sport they often play in their free time… - Hobbies:the students’ hobbies … 2.3.2.2.Detailed plan Time Plan st January 31 2018 Trial test( the first time) February 7th 2018 Short cartoon film with subtitle (https://www.youtube.com/watch?v=UOBNj4cS094) st February 21 2018 Short cartoon film with subtitle (https://www.youtube.com/watch?v=qq2Zh_YFLQI) th February 28 2018 Short cartoon film with subtitle (https://www.youtube.com/watch?v=N4d6qbmBTGo) th March 2018 Short film with subtitle 1: Amber with her mother (https://www.youtube.com/watch?v=8IKtW5aBOEk) th March 14 2018 Short film with subtitle 2: Problems of Mandy at school (https://www.youtube.com/watch?v=JNCgeYrdq38&t=66s) March 21th 2018 Short films with subtitle 1+2 th March 28 2018 Revision th April 2018 Short film without subtitle 1: The notebook (https://www.youtube.com/watch?v=83x2 jZ8Nc) Apil 11th 2018 Short film without subtitle 2: Fear of flying (https://www.youtube.com/watch?v=TArotgRqhH4) th April 18 2018 Short film without subtitile 3: Wonderful World (https://www.youtube.com/watch?v=B8WHKRzkCOY) th April 25 2018 Trial test again + Revision 2.3.4.Some illustrating examples for a film study lesson 2.3.4.1 Stage Short cartoon film with subtitle 1,2,3 Short film with subtitle 1,2 The illustrating example: Short cartoon film with subtitle - Step 1: Let students listen to the sounds of the short film and check which words and how many correct words they listened Friends, years old, how old are you, thank you, let’s go, I’m sory, happy birthday, open the door, Sure, It’s nice, apple, okay, happy,etc - Step 2: Have students watch the short film with English subtitle Do it 2-3 times again - Step 3: Ask them watch the film without subtitles 2-3 times - Step 4: Show the film again, pause after each sentence, and get students to repeat after the characters Copy or imitate their pronunciation 0:00:01 Hello, Peter Hook! Ha ha, your friends Yes, they’re my friends How old are you? Seven years old, seven years old Wow, A talking bird How cute! How cute! How cute! No, you’re not cute No, you’re not cute, you’re not cute How old are you? I’m……I’m…… How old are you? I’m four He’s cute Oh, no Hi, Hook How old are you? Ah………… 0: 01:02: I like you Guliver Thank you You’re welcome Ha Do you like basket ball? Yes, I I like baseketball Me, too Let’s play basketball Good Let’s go Oh, no Let’s play soccer Sorry, I can’t Look Let’s play soccer together Okay Oh, no I’m sorry Do you like basketball? I don’t like basketball Let’s go 0:02:35 Happy birthday, Cinderella This is for you Thanks Open the door Sure Close the door Okay Happy birthday This is for you Oh, thank you It’s nice Thank you Goodbye Bye 0:03:28 Hello, how are you? I’m good, thanks Can I come in? Sure Do you like apples? Yes, I like apples Help yourself Do you want some more? No, thanks Are you okay? I’m okay Thank you I’m so happy - Step 5: Play the film again and in this time students speak with the characters at the same time, no pausing Copy their pronunciation, emotions and movements of the characters - The teacher concentrates on some points such as: + in pronunciation: They’re quite similar to Their You’re your How old are you can I come in? + in communication: How cute! Open the door/ can I come in? Sure - Step 6: Record voice of two students by using mobile phone and compare the voices recoded to the characters’ pronunciation Homework: Ask students download this cartoon film on the group of class 11A1 on Facebook to practise listening at home and send the recording to teacher through Gmail before next Tuesday.( some students are chosen to evaluate later) Evaluation: The students were eager to watch and speak because the language used in this short cartoon film is quite simple and easy After the lesson, students felt English is not difficult as they thought Their attitude to learning English changed positively 2.3.4.2 Stage 2: Name of the short film : The notebook directed by Greg Gray (https://www.youtube.com/watch?v=83x2 jZ8Nc) Length of the short film: 00:02:16 Theme of the short film: Household chores Language: Words and phrases related to housework Activity: Watching the short film, speaking about the students’ housework and expressing their thought about doing the household chores Name of the short film : Fear of flying directed by Conor Finnegan (https://www.youtube.com/watch?v=TArotgRqhH4) Length of the short film: 00:09:09 Theme of the short film: Fear Language: Words and phrases related to fear Structure: S+ tobe+ adjective+ preposision+ gerund Activity: Watching the short film, expressing their ideas about the fear of the bird and speaking about the students’ fear in their studying as well as in life Name of the short film : Wonderful World video by David Attenborough (https://www.youtube.com/watch?v=B8WHKRzkCOY) Length of the short film: 00:02:04 Theme of the short film: Wonderful world Language: Words and phrases to express the wonderful world Activity: Watching the short film, recognizing sounds, imitating the pronunciation and using these words and phrases to talk about the world in the students’ thought The illustrating example: Short film without subtitle Fear of Flying (a beautiful short film by Conor Finnegan) Time: 45 minutes Length of the short film: 00:09:09 Theme of the short film: Fear Language: Words and phrases related to fear Structure: S+ tobe+ adjective+ preposision+ gerund Activity: Watching the short film, expressing their ideas about the fear of the bird and speaking about the students’ fear in their studying as well as in life Pre- viewing: - Prepare four sentences using adjective plus preposition combinations  I’m fond of ironing  I’m frightened of being alone at night  I’m worried about not having enough money  I’m addicted to watching films Ask students what the sentences have in common They should be able to say that the sentences all share the same construction: to be + adjective + preposition + gerund - Ask them if they know any other adjective + preposition combinations Elicit combinations and write them on the board The teacher might give them some examples such as: bored of; capable of; concerned about; content with; disappointed with; excited about; frightened of; happy about; interested in; known for; responsible for; tired of… - Pair students Give them three minutes to speak their own sentences - Write afraid on the board and ask students which preposition goes with it Teacher writes the title of the film on the board and ask students to imagine they were a bird called Dougal who is afraid of flying Put them in small groups and ask them to discuss the following questions: How you think Dougal feels? What you think Dougal’s life is like? How could Dougal overcome his fear? When students are ready, the teacher gets feedback from the whole class While- viewing: - Tell students that they are going to watch a short film in which they see Dougal As they watch the film they should compare their answers in the previous step to what they see and hear in the film Show the film and pause at 05:24 - Ask students how Dougal feels and what his life is like Ask them how they think Dougal is going to migrate south - Now show the rest of the film - Show the film again Post- viewing: - Ask students the following questions: How did the film make you feel? Does the film have a message?5 -Put students into pairs and ask them to discuss the following questions: What are the most common fears? What were you afraid of when you were a child? What’s the best way to overcome a fear? - Call on some students to speak and give feedback Homework: Ask students to give more some sentences using the given structure in the lesson and then talk about their fear in studying.( about 3- minutes) 2.4 Results and Findings According to the measurement scale( table 1), the level students received when they had listened a sentence was determined by the number of accurate words in the sentence The students were asked to the same trial test at the first lesson and last lesson of the study The result had changed dramatically Table 2: The result of the trial test of the students in class 11A at the beginning and the end of the study in comparision with measurement scale Level At the beginning of the study( the 1st lesson) At the end of the study( the last lesson) Level 15 students students Level 10 students students Level students 12students Level students 13 students Level student students As can be seen from the table, with the trial test in the first lesson without the teacher’s guidance, most of the students (25) students) were in level and level and did not have enough vocabulary to speak and they even felt shy to talk in front of the class After 10 lessons with short films at school and having more time at home to practice listeing at home, two- thirds of the students in this class ( 25 students) are able to recognize most of the sounds( up to level and level 4) Meanwhile they could speak more easily, fluently and naturally than they did at the first time with the same trial test In other words, there was a link between the listening and speaking skills The better the listening skill is, the better the speaking skill is From the result of the study, it can be clearly seen that the number of students who can listen and speak has increased by using English language short films Moreover, after having informal discussion with the students of class 11A1 and other teachers, all of them agreed that the use of English language short films as authentic material is an interesting approach compared with the printed materials used more often in traditional classroom They believe that this will be a good experience forthem as well as a good opportunity for developing their listening and speaking skills while watching a film They are eager to watching short films and speak whatever sounds they hear Additionally, they are not afraid of speaking and they can recognize the familiar sound they’ve ever heard It were observed that students were much more interested in studying English when they were watched short films after three months of time of the study PART III CONCLUSION 3.1 Conclusion This study is aimed at developing the listening and speaking skills through using English- language short films for the students of class 11A1 at Quan Son High School in Quan Son, Thanh Hoa It can be clearly seen that listening and speaking are complex and difficult skills in learning English It is the process that learners need time to listen before speaking like a child learn the way to speak before they go to school By using English- language short films in teaching English at class, it is possible to indicate that the teacher and the students would feel easier in speaking or communicating with others in class as well as in real life Through short films, the students listen and start speaking step by step, finally they will feel easier to speak out what they want They won’t feel worried and have difficulty when they are asked in English According to the result of the study, this method may help the students in general and high school students in particular improve the listening and speaking skills as well as confidence in English communication Additionally, with the development of information technology and modern devices, the study can easily used inside and outside language classrooms to have better effect on improving language skills, especially listening and speaking skills Considering the fact that using English language short films has good effect on the development of listening and speaking skill, it can be suggested that this study can be repeated on different groups by choosing different kind of films or movies categories This is my own experience in teaching English to the students of class 11A1 this school year With the requirement of learning English now, I believe that the students will use English better, have more confidence in English communication when their listening and speaking skills are developed Finally, I hope to receive ideas from other teachers so as to have the better study 3.2 Suggestion I myself think that the result of learning English in general and developing language skills, especially listening and speaking skills of high school students will be better if we are able to make some changes as follow: Firstly, I suggest that more training classes for English teachers should be held so that the teachers can have more knowledge related to the subject they are teaching and more opportunities to meet and share their experience in their teaching Secondly , high schools need to be equipped with advanced technology and other conditions to have an effect on teaching and studying a language, especially using short films in development of listening and speaking skills Thirdly and even more importantly, a new textbook should be published in stead of the current one Although the current textbooks has been changed much in order to meet with the need of the students as well as the society, the contents of listening and speaking parts are not really suitable to the situations in the daily life Besides, high school students not have opportunity to practise much in the real life so they are easy to forget Therefore, The Ministry of Education and Traning should have plans to edit the textbooks and cirriculum which are more suitable for the changes of both the students and the society In summary, the ability of teachers in teaching English, the changes in the content of the textbook and the use of advanced technology would make the quality of teaching and learning English at high schools better in the future XÁC NHẬN CỦA HIỆU TRƯỞNG Thanh Hóa, ngày 10 tháng 05 năm2018 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Lê Thị Hà Tạ Quốc Việt REFERENCES http://www.bfi.org.uk/ A secondary teachers’ guide to using film and television written by the British film instituted, 2000 https://www.britishcouncil.org/voices-magazine/how-can-film-help-youteach-or-learn-english Experts from moving images in the classroom written by the British film instituted, 2000 https://www.teachingenglish.org.uk/article/short-sweet-using-short-filmspromote-creativity-communication https://effortlessenglishclub.com/learn-english-with-movies-using-this-movietechnique Understanding second language acquisition, Ellis, R, Oxford University Press, 1985 Teaching and Learning in the Language Classroom, Hedge,T, Oxford University Press, 2000 The Practice of English Language Teaching, Harmer, J, Longman, 2001 10 https://www.youtube.com/watch?v=qq2Zh_YFLQI 11 https://www.youtube.com/watch?v=N4d6qbmBTGo 12 https://www.youtube.com/watch?v=8IKtW5aBOEk 13 https://www.youtube.com/watch?v=83x2 jZ8Nc 14 https://www.youtube.com/watch?v=TArotgRqhH4 15 https://www.youtube.com/watch?v=B8WHKRzkCOY 16.TiÕng Anh 11, Hoàng Văn Vân( Chủ biên), Nhà xuất giáo dục ViÖt Nam, 2007 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC SỞ GD&ĐT XẾP LOẠI C Họ tên tác giả: .Lê Thị Hà Chức vụ đơn vị công tác: Giáo viên Trường THPT Quan Sơn TT Tên đề tài SKKN Một số hoạt động bổ trợ để dạy” Sử dụng ngôn ngữ” (use of language), Tiếng Anh 12 hệ năm Ứng dụng phương pháp Phonics số qui tắc phát âm để nâng cao kả Cấp đánh giá xếp loại Sở GD&ĐT Thanh Hoá Kết C Năm học 20102011 Sở GD&ĐT Thanh Hoá C 20122013 Sở GD&ĐT Thanh Hoá C 20142015 Sở GD&ĐT Thanh Hoá C 20152016 C 20162017 tự đọc Tiếng Anh học sinh lớp 11A2 trường THPT Quan Sơn Teaching paragraph writing through Process approach to the students of class 12A1 at Quan Son secondary school in Quan Son, Thanh Hoa Teaching the students of class 11A3 to speak english naturally through “Effortless English” method at Quan Son upper- secondary school in Quan Son, Thanh Hoa Teaching communicative situations in Sở GD&ĐT Thanh Hoá English tests through some typical structures for the students of class 12A3 at Quan Son High School in Quan Son, Thanh Hoa ... worlds into the classroom and bring language learning alive For these above reasons, I would like to choose the topic “ USING English- LANGUAGE SHORT FILMS To develop the listening and speaking skills. .. 2.1.1 Short films in the development of listening and speaking skills in the language learning classroom ……………………………… ……………… 2.1.1.1 Benefits of using films in the development of listening and speaking. .. the above aims, the teacher uses English- language short films as authentic materials in the development of listening and speaking skills Students will have time to watch short films with subtitles