Using summary graphs after lessons to develop students speaking skill in basic english 10

THANH HOA EDUCATION AND TRAINING DEPARTMENT HOANG HOA HIGH SCHOOL EXPERIENCE INITIATIVE USING SUMMARY GRAPHS AFTER LESSONS TO DEVELOP STUDENTS’ SPEAKING SKILL IN BASIC ENGLISH 10 Implementer: Lê Thị Gấm Position: Teacher Experience initiative in the subject: English THANH HOA YEAR 2019 CONTENT TABLE CONTENTS PART I: OPENING I Reasons for choosing the theme II Study purposes III Study objects IV Study methods V Some innovations of the theme PART II: STUDY CONTENTS Chapter I: Argument grounds Theoritical grounds Practical grounds Chapter II: Real situations Students Teachers Material facilities Survey results before using Summary Graphs Chapter III: Some experience used to improve real situations I General understanding of using Summary Graphs What is the "Summary Graph" technique? Advantages of a Summary Graph These bases to choose the method of using a Summary Graph in the lecture How to design a Summary Graph The steps of designing a Summary Graph to a lesson How to organize teaching by the method of using a Summary Graph II Some examples of using Summary Graphs after lessons to develop students’ speaking skill in basic English 10 Chapter IV: Study results, experience lessons and measures Study results Experience lessons and measures PART III: CONCLUSION AND PROPOSALS Conclusion Proposals PAGES 3 4 5 5 6 6 7 7 7 8 16 16 16 18 18 18 PART I: OPENING I REASONS FOR CHOOSING THE THEME With the speedy development of the world today, English is widely used in every field of life It is not only the native language of many countries but also the most popular communication language of people around the world In order to promote international integration, communication languages especially English have played an integral part in understanding and cooperation among nations Therefore, our Vietnamese education has paid special attention to teaching English at schools Among the skills, speaking is considered to be the most important one It helps us communicate, understand and cooperate with each other easily Learning a language without being able to speak it in specific situations of daily life is like having hands but using them for nothing It is no use learning a language without using it for oral communication purposes Moreover, English is an international language which is widely used in most international and regional events Speaking English fluently and confidently helps students a lot not only in their life but also in their future work With those practical goals, the English program at secondary school centres on forming and developing basic knowledge and skills to students about the English language and necessary intellectual qualities so that they can either continue further study or start their working life To meet these practical demands, each teacher should study and choose teaching methods which are suitable to both himself/herself and his/her students This is very important to achieve good teaching and learning results Actually, at most countryside schools in general and at Hoang Hoa High School in particular, the results of teaching and learning English have been better and better recently, but there exist many disadvantages The biggest difficulty here, I think, is how to help students speak English fluenty not only in class but also in real life With my experience in teaching English at Hoang Hoa High School, I have researched reference documents, learned from co-workers as well as applied many different teaching methods I have gained some first positive results, so I would like to choose the theme “Using Summary Graphs after lessons to develop students’ speaking skill in basic English 10” II STUDY PURPOSES - Analysing real situations of teaching the speaking skill - Presenting some experience in teaching the speaking skill to raise general learning effects - Using what students have learnt to develop their speaking skill - Helping students feel confident when they present their ideas in English in front of other people III STUDY OBJECTS - Real situations of teaching the speaking skill at Hoang Hoa High School - Some lessons in basic English 10 IV STUDY METHODS Exploiting the basic English textbook 10 and reference documents Exploiting teaching aids Exploiting students’ synthetic ability Working positively individually and in small groups V SOME INNOVATIONS OF THE THEME - Helping students to change their input knowledge into output knowlegde - Promoting students’ abilities to synthesize what they have learnt in lessons: students recall vocabularies, structures, understanding about the topic they have studied to speak - Providing students with chances to cooperate with each other in completing their duty, so that students can learn how to solve the problems by themselves - Bettering students’ confidence when they speak English in front of other people PART II: STUDY CONTENTS CHAPTER I: ARGUMENT GROUNDS Theoritical grounds Just when students start learning English, they get accustomed to four basic skills: listening, speaking, reading and writing It is through these four skills that teachers pass knowledge to students and students gain their knowledge Among these four skills, speaking is an important skill to students It requires that teachers not only understand well effective teaching methods but also apply smoothly the principle “Learning parallels hands-on” [4] Starting from the view of “Learners are the centre”, teaching and learning methods have changed greatly Teachers are not those who hold knowledge and pass it to students, but those who guide, support, consult and check students’ working Students not absorb knowledge passively Becoming the centre of the teaching-learning process, students are completely active and creative in study to achieve good learning results and know how to apply knowledge in real life [3] From the grounds above, how to apply innovative methods of teaching the speaking skill is very important It helps students feel confident when they present their ideas in front of other people and communicate effectively in daily life This meets the real demands of learning a language Practical grounds Most high schools have used new English teaching and learning materials, which ask students to develop equally all four skills, among which the speaking one requires that students have to spend much time practising not only in class time but also outside class so that they can communicate better in English In order to raise the effect of students’speaking English, both teachers and students need to have good preparations before each lesson For teachers, they had better study each lesson carefully, choose suitable teaching methods to students’ levels, design proper teaching steps and use teaching aids to achieve the aims Besides, teachers should also ask students to prepare necessary things before the lessons, find out and apply a wide variety of practice forms which are suitable to material facilities of each school to improve students’ English When experimenting in some classes of grade 10 at my school, I have gained some encouraging results My periods of teaching become more interesting and exciting with students’ speaking English after each lesson, which makes students more active and betters their communication in English CHAPTER II: REAL SITUATIONS Students Generally, the level of students’ knowledge is quite low due to the difficult economic conditions in the poor countryside and little contact with situations in which they use English Besides, the English knowledge of students is not equal in the same class and among classes in the same grade Besides, the number of students in a class is quite high (about 40-45 students) These result in difficulties when teachers decide to choose methods as well as control class activites during speaking lessons Teachers After testing some teaching methods, teachers often feel discouraged because students not participate in activities actively Thus, the practical results are not as good as expected ones Gradually, teachers seem not to pay serious attention to promoting students’ speaking English They often teach each lesson separately with few chances for students to practice speaking skill They often use some simple traditional techniques to teach tasks in each unit quickly Therefore, most of class time is spent on controlled tasks in textbook Students rarely have time to speak English freely about the topic they have learnt Material facilities Due to the lack of essential material facilities especially projectors, most teachers not make full use of such teaching aids as diagrams, pictures, video clips,…It often takes much time to prepare diagrams on papers With these limitations, the effect of speaking tasks is not good enough to satisfy the general purposes It is like a vicious circle which has no exit for quite a long time Survey results before using Summary Graphs (Average percentage on completing speaking tasks) Class 10A1 10A6 Student number 42 45 Levels of task completion Under 50% 50% - 80% Over 80% 25 59,5% 12 28,6% 11,9% 22 48,9% 19 42,2% 8,9% Class 10A1 is chosen to become the experimental class and 10A6 is the control class in my study CHAPTER III: SOME EXPERIENCE USED TO IMPROVE REAL SITUATIONS I General understanding of using Summary Graphs [5] What is the "Summary Graph" technique? The summary graph is a diagram that clearly outlines the contents of a topic The summary chart can be written on a large paper, on a transparent paper, on the board or on the projector Advantages of a Summary Graph - It presents a summary of information about a newly-learned topic - Basing on the diagram, students can recall the contents, vocabularies and structures they have just learned - Students can practice English speaking skills based on the information contained in the diagram and students' memorization through the lesson - It helps to pratice students’ confidence in speaking English in public - It helps students become familiar with how to summarize the lesson contents scientifically in the process of learning all subjects in general - The summary graph of a lesson can also be used for the check-up of the old lesson in the next learning period These bases to choose the method of using a Summary Graph in the lecture - Based on the objectives, contents of the lesson or other factors such as facilities, psychological characteristics, thinking ability of students to apply the Summary Graph method to teaching - A Summary Graph should show the content structure of a lesson in a appropriate logic The design of a Summary Graph should be based on the contents of the lesson in the textbook and the knowledge logic that needs forming in students’ understanding The content of the lesson consists of knowledge units that are the main contents of the lesson A Summary Graph should show the basic knowledge, central knowledge of the lesson and the relationships between those knowledge units Therefore, when we build a Summary Graph, pay attention to the logic of the lesson content, we should not abuse graphs How to design a Summary Graph - Write the topic name in the center or draw an image that reflects the topic - From the central theme, draw the main branches On each main branch, write a large content of the topic - From each main branch, draw the sub-branches to write the contents of that branch - Continue like that for the next groups of information 5 The steps of designing a Summary Graph to a lesson + Step 1: Determining the lesson objectives Lesson objectives are the requirements for students to implement when they study a lesson There are many factors that influence the determination of lesson objectives The most notable are the elements: Lesson contents, students' cognitive abilities, teacher’ capacity + Step 2: Determining the activity Determining activities in a lesson can be based on a graph (In this research topic, Graph is applied to revise and summarize the lesson contents after the lesson is finished This is done in the form of practice to develop speaking skills for students) + Step 3: Creating a Summary Graph of a lesson after conducting learning activities How to organize teaching by the method of using a Summary Graph This research topic focuses on organizing the research for students to use and exploit a Graph to summarize the lesson contents with a view to developing speaking skills for students The specific steps: Step 1: The teacher shows a Summary Graph that has already been prepared Step 2: Depending on the students, teachers can ask students to work individually or in pairs or small groups (3-4 students) Step 3: Students work individually or in groups (teachers can help if students meet any obstacles) Step 4: Depending on the remaining time of the lesson, the teacher calls students (2-4 ones) to present information in the graph Step 5: The teacher comments, adds and covers the whole content of the leson’s Summary Graph II Some examples of using Summary Graphs after lessons to develop students’ speaking skill in basic English 10 1 UNIT 6: AN EXCURSION – PART C: LISTENING (Page 67-68) [1] glorious Sunday meet: schoolgate, on time way: long, by bus, sing happily Weekend picnic Botanical Garden: peaceful, quiet, large glassland activities: walk, play games, sing, dance, take photographs, have lunch, sleep soundly afternoon: play games, go home Some key words students have learnt after the listening lesson: - glorious - schoolgate - Botanical Garden - destination - spacious - delicious - grassland Expected speaking: A class of students had a weekend picnic in a Botanical Garden on a glorious Sunday They met at schoolgate on time They went by bus It’s a long way to the destination, so they sang happily on the way The Botanical Garden was very spacious, peaceful and quiet It had a large grassland They did many activities in the garden such as walking, playing games, singing, dancing, taking photographs, etc… They had a delicious meal in the garden After lunch, they slept soundly In the afternoon, they continued to play some more games and then they went home UNIT 9: UNDERSEA WORLD – PART C: LISTENING (Page 98) [1] mammals, live in water largest (on earth), most intelligent (in the ocean) feed in cold oceans (favorite food: krill) Whales (some) migrate into warm waters (bear calves) danger (hunting pressure) no measures → disappear forever Some key words and phrases students have learnt after the listening lesson: - mammal - krill - migrate into - bear - calf - be in danger - due to - hunting pressure - take measures Expected speaking: Whales are mammals, not fish They live in water all their life They are the largest animals on earth and the most intelligent in the ocean They like feeding in cold oceans because there are a lot of krills – their favorite food Some whales migrate into warm waters to bear their calves Whales are now in danger due to heavy hunting pressure If we didn’t take measures to protect them, they would disappear forever UNIT 11: NATIONAL PARKS – PART C: LISTENING (Page 115) [1] First ( Vietnam, open in 1960, 160 km South west of Hanoi, provinces: Ninh Binh, Hoa Binh, Thanh Hoa) Cuc Phuong National Park 200 km2 (flora: 2,000, fauna: 450) visitors (100,000 in 2002; see: animals and plants, work done → protect) historic features (Nguyen Hue’s army stationed, attacked and defeated Qing invaders – Spring 1789) Muong ethnic minority (bee keeping and farming) Some key words and phrases students have learnt after the listening lesson: - officially - be located in - flora - fauna - historic features - attack - invader - ethnic minority Expected speaking: Cuc Phuong National Park is the first National Park of Vietnam It was officially opened in 1960 It is located 160 km South west of Hanoi and it spans provinces: Ninh Binh, Hoa Binh and Thanh Hoa It covers about 200 square kilometres with 2,000 species of flora and 450 species of fauna Every year many visitors come to visit Cuc Phuong For example, in 2002, there were about 100,000 visitors coming to visit it They come to see plants and animals and the work done to protect the National Park Cuc Phuong National Park also has historic features This was the place where Nguyen Hue’s army stationed, attacked and defeated Qing invaders in the Spring of 1789 Cuc Phuong is also the home of Muong ethnic minority who live mainly on bee keeping and farming UNIT 12: MUSIC – PART A: READING (Page 124 - 125) [1] make humans different from all other animals Music communicate (express ideas, thoughts; show emotions: anger, love, hate, friendship; convey: hopes, dreams ) integral (important events, special occasions: festivals - joyful, funerals – solemn, mournful, lull babies, wake up) entertain (happy, excited) Without music? Some key words and phrases students have learnt after the reading lesson: - emotion - convey - integral - funeral - solemn - mournful - lull - delight the senses Expected speaking: Music plays an important role in people’s life It makes humans different from all other animals Music helps people communicate many things such as expressing ideas and thoughts; showing emotions like anger, love, hate, friendship; conveying hopes and dreams, etc Music also plays an integral part in important events and special occasions It adds joyful atmostphere to festivals, it makes funerals more solemn and mournful, it helps to lull babies to sleep at night and wake people up in the morning…Besides, it entertains us by making us happy and excited It also delights our senses What would our life be like without music? UNIT 12: MUSIC – PART D: WRITING (Page 129) [1] famous, talented born: 15/11/1923, Nam Dinh, poor workers’ family start composing music: young (first song: 1939) Van Cao Tien Quan Ca (national anthem: 1944) rural life (sweet, gentle, lyrical) artistic works: songs, poems, paintings die: 10/7/1995 appreciated by the Vietnamese people Some key words and phrases students have learnt after the writing lesson: - national anthem - be born into - compose - rural life - gentle - lyrical - artistic works - appreciate Expected speaking: Van Cao was a famous and talented musician of Vietnam He was born on November 15th 1923 in Nam Dinh, into a poor workers’ family He started composing music at a very young age in 1939 (when he was 16 years old) and he quickly became famous In 1944, he wrote Tien Quan Ca which soon became the National Anthem of Vietnam He wrote about rural life in Vietnam His music was sweet, gentle and lyrical His artistic works included songs, poems and paintings He died on July 10th 1995 He was highly appreciated by the Vietnamese people UNIT 13: FILMS AND CINEMA – PART B: SPEAKING (Page 135) [1] (This is a suggestion for student to talk about a film they have seen Students can base on this outline to talk about other films they have seen or they like watching) cartoon, series of comedy short episodes made in America special friendship between two cute animals Film “Tom and Jerry” little mouse Jerry big cat Tom cunning, intelligent play tricks on the cat stupid, greedy take revenge of the mouse get into troubles, willing to help each other happy, funny endings Expected speaking: Of all the films I have seen, “Tom and Jerry” is the one I like most It is a cartoon with series of comedy short episodes It is made in America The film is about the special friendship between two cute animals: a little mouse and a big cat The mouse Jerry is so cunning and intelligent It likes playing tricks on the cat, while the cat is stupid and greedy It always thinks of ways in order to take revenge of the mouse However, whenever one of them gets into real troubles, the other is always willing to help out The film has happy and funny endings Not only small children but also adults like watching this film UNIT 14: THE WORLD CUP – PART A: READING (Page 142-143) [1] international football tournament (every years) most popular sporting event FIFA (govening body): set up -1904 The World Cup First World Cup 1930 13 teams host: Uruguay final match: Uruguay &Argentian champion: Uruguay 32 finalists 2002 World Cup first in Asia held byJapan and South Korea champion: Brazil (win the trophy times) honored title Some key words and phrases students have learnt after the reading lesson: - tournament - be held - host - final match - defeat - champion - compete - trophy - honored title Expected speaking: World Cup is the international football tournament It is held every four years It is considered the most popular sporting event in the world Although its governing body FIFA was set up in 1904, it was not until 1930 that the first World Cup took place Only 13 national football teams took part in the tournament The host nation Uruguay competed with Argentina in the final match Uruguay defeated Argentina and became the first champion in the history of the World Cup Now there are 32 finalists The 2002 World Cup was played in Asia for the first time It was jointly held by Japan and South Korea Brazil became the champion They won the trophy five times All nation football teams hope to win this honored title 8 UNIT 14: THE WORLD CUP – PART C: LISTENING (Page 147) [1],[2] one of the greatest football players born: 1940, Brazil famous: powerful kicking, controlling the ball Pelé 1956: join a Brazilian football club 1962: lead the team to its first world club championship only player – World Cup (1958, 1962, 1970) 1974: 1,200 goals 1977: retire football international ambassador (promote peace, understanding through friendly sport activities) Some key words and phrases students have learnt after the listening lesson: - powerful kicking - control the ball - championship - retire - ambassador - promote Expected speaking: Pelé is considered one of the greatest football players in the world He was born in 1940 in Brazil As a football player, he was famous for his powerful kicking and controlling the ball In 1956, he joined a Brazilian football club and he led the team to its first world club championship He was the only football player who took part in three World Cups, in 1958, 1962 and 1970 By 1974, he had scored 1,200 goals He retired in 1977 After that he worked as a football international ambassador He worked to promote peace, understanding through friendly sport activities CHAPTER IV: STUDY RESULTS, EXPERIENCE LESSONS AND MEASURES Study results Through the study and lessons which are designed and carried out according to the suggested ways, most students become more interested in the speaking lesson Besides, they take part in the speaking tasks more actively As a result, the quality of students’ participation has improved greatly Students who used to be afraid of speaking lessons have found it less difficult They take part in group work and individual work more actively This is a good chance for students to revise their lessons, recall what they have learnt to reproduce the lesson’s main contents in speaking tasks Gradually, their confidence and interest increase after each lesson This plays an important role in bettering students’ speaking Survey results after application (Average percentage on completing speaking tasks) Class Experimental class 10A1 Control class 10A6 Student number Levels of task completion Under 50% 50% - 80% Over 80% 42 19,0% 22 52,4% 12 28,6% 45 15 33,3% 23 51,1% 15,6% Experience lessons and measures After studying and experimenting the lessons, attending co-workers’ periods, I find that in order to achieve high results in teaching English in general and promote the speaking skill in particular, teachers must be enthusiastic and try to design the lesson suitably to each class basing on the main teaching contents Besides, they should understand their students, so they can know how to design each lesson effectively Teachers should define the objectives and core requirements of each lesson clearly They should also know how to use and combine different teaching methods flexibly and creatively so that they are suitable to contents of each lesson, students of each class As a result, students would become more eager when taking part in designed activites, specially speaking tasks after each lesson Besides, teachers should research seriously to change teaching techniques which are used repeatedly lesson by lesson in order to avoid boredom This is also a good way to promote students’ active participation in different activities This helps to bring positive learning results When designing each lesson in general and speaking tasks in particular, teachers should take into account many things such as the available material facility conditions of their school (projectors, pictures, real objects, video clips, …) Thus, teachers can decide the best ways to design and exploit each lesson as well as use teaching aids effectively All these things help teachers know how to prepare and present the lesson actively and effectively In order to have enough time for the summary task after each lesson, teachers should design the lessons scientifically Important parts should be paid special attention and exploited thoroughly so that students will catch the key vocabulary, word using and main contents For other parts of the lessons, teachers can go through them quickly or guide students to them at home as homework Before asking students to practice speaking with the summary graphs, teachers should given students time so that they can understand the grief information given in the graphs Then they can recall what they have learnt to present Teachers should speak first as the example for students to follow, or teachers can invite a good student to first Besides, it is also a good way to let students work in pairs or small groups before they present in front the whole class If there is not enough time for students to the task in class, this can be considered a good form of homework Teachers can prepare handouts of summary graphs and deliver them to students as a kind of assingment Summary graphs can be used to check up for the next period Summary graphs help promote students’ speaking skill It also helps students to remember vocabularies and structures better and for a longer time, so they can writing tasks better Moreover, it is a good way for students to practice their confidence in front of a crowd, which makes students more confident in life This helps to gain educational purposes PART III: CONCLUSION AND PROPOSALS Conclusion These are only some of the lessons which I have applied summary graphs in order to better students’ speaking skill They have helped to better students’ participation and speaking practice However, the most important thing that should be focused here is that teachers should highly concentrate on researching, designing and applying effective ways to achieve educational purposes: conveying knowledge and bettering students’ skills Besides, teachers should be friendly to students so that they can create the friendly class atmosphere, this is very useful especially to speaking tasks The study theme cannot help having limitations I look forward to receiving remarks and contributions from other co-workers in order to better this study Proposals I would like school leaders to create better conditions for teaching and learning activites such as installing projectors in classrooms, buying more reference books and documents I also expect to receive the understanding and sympathy from school’s leaders and other teachers because when students take part in activities in speaking lessons, it cannot help being noisy In order to avoid this disturbance to other classes, I would expect to have a separated area for speaking lessons LEADER’S CONFIRMATION Thanh Hóa, May 10th 2019 I assure this is my own experience initiative, not copying the contents of other people The author Lê Thị Gấm REFERENCE DOCUMENTS Notes: - In Part II - chaper I - 1: “Just when students….hands - on” the author got the fererence from document number - In Part II - chaper I - 1: “Starting from the view…in real life” the author got the fererence from document number - In Part II - chaper III - I: the author got the reference from document number - In Part II - chaper III - II: the author got the reference from document number and **************************** [1] Textbook 10 (basic program) (Vietnam Education Publishing House) [2] Teacher’s book 10 (basic program) (Vietnam Education Publishing House) [3] Phương pháp giảng dạy tiếng Anh trường phổ thông (Nguyễn Hạnh Dung – Vietnam Education Publishing House) [4] Teach English (Adrian Doff) [5] Internet Kỹ thuật dạy học tích cực https://bigschool.vn https://www.vov.edu.vn DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN TT Tên đề tài SKKN Phát huy hiệu phương pháp dạy học hợp tác theo nhóm nhỏ lớp dạy học Tiếng Anh trường THPT Some experience in teaching the writing skill to grade 12 students Searching for Internet information as materials to practise speaking skill in Unit 12: The Asian Games – Part B: Speaking (English 11) Cấp đánh giá Kết xếp loại đánh giá (Ngành GD xếp loại cấp (A, B huyện/tỉnh) C) Năm đánh giá xếp loại Sở GD ĐT Thanh Hóa C 2012 Sở GD ĐT Thanh Hóa C 2015 Sở GD ĐT Thanh Hóa C 2017 ... Graph to a lesson How to organize teaching by the method of using a Summary Graph II Some examples of using Summary Graphs after lessons to develop students speaking skill in basic English 10 Chapter... teaching methods I have gained some first positive results, so I would like to choose the theme Using Summary Graphs after lessons to develop students speaking skill in basic English 10 II... Analysing real situations of teaching the speaking skill - Presenting some experience in teaching the speaking skill to raise general learning effects - Using what students have learnt to develop