Ways of motivating grade 10 students at le loi upper secondary school in speaking lessons

Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons CONTENTS A INTRODUCTION Page I REASONS FOR CHOOSING THE RESEARCH II AIMS OF THE RESEARCH III SCOPE, OBJECT AND RESEARCHING METHOD B DISCUSSION I MOTIVATION Definition of Motivation 2 Motivation and Language Learning Motivation in the ESL/EFL Classroom Types of Motivation De-motivating Factors in English Language Learning II WAYS OF MOTIVATING STUDENTS IN SPEAKING LESSONS Ways of motivating students in speaking lessons Demonstration of activities usually used in teaching English 11 at Le Loi upper-secondary school III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 13 IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING 19 C CONCLUSION 20 I CONCLUSION 20 II RECOMMENDATIONS 20 D REFERENCE BOOKS 21 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons A INTRODUCTION Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p 13) Speaking is a crucial part of second language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language I REASONS FOR CHOOSING THE RESEARCH Many learners have found difficulties in learning English There are multiple reasons that hinder their learning process Students may not be aware of the significance of English itself; others may learn English just to achieve good grades in the exams However, most of those learners are actually not motivated Without motivation, they are less interested in learning English as subject though this category of students knows how English is important in the modern world Therefore, motivation has an effect on learning English Consequently, this study is about the role that motivation has while learning EFL The current stuudy aims to make students and teachers aware of the role that motivation plays in acquiring a foreign language Moreover, learners need to know the factors that lead them to be motivated to speak during classes and the other ones that hinder them from improving themselves The study is widely going to deal with the significance of teachers in motivating the learners in EFL classrooms Importantly, teaching strategies are what the teachers need to know to help their students to sustain their self-confidence All mentioned above, I have decided to suggest activities I have ever taught my grade 10 students at my school II AIMS OF THE RESEARCH - To introduce how to teach speaking skills - To show ways of motivating students to speaking in English - To show how activities can be designed to arouse students’ speaking English in grade 10 at Le Loi upper-secondary school - To build up students’ confidence III SCOPE, OBJECT AND RESEARCHING METHOD - Scope : Researching in the process of teaching English 10 at Le Loi upper-secondary school - Object: This subject is concerned with ways of designing activities in the class Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons - Researching method: Teaching speaking reference books , discussing with other teachers, applying in teaching, observing and drawing out experiences B DISCUSSION I MOTIVATION Definition of motivation Motivation as a term is derived from the Latin word ‘moveo-movere’ which means ‘to move’ in English In his research, Walker (2011) states that motivation is the element that moves humans to decide taking certain choices to be engaged and to be able to continue a behaviour (Ushioda, 2011, p 3) Actually, it is often used to describe certain sorts of behaviour A student who studies hard and tries for top grades may be described as being "highly motivated", while his/her friend may say that he is "finding it hard to get motivated" Such statements imply that motivation has a major influence on our behaviour Motivation can be defined as a concept used to describe the factors within an individual which arouse, maintain and channel behaviour towards a goal Another way to say this is that motivation is goal-directed behaviour Motivation and Language Learning Second language refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual It is not the same as a foreign language, which is a language learned that is not generally spoken in the individual’s area In research on motivation, it is considered to be an internal process that gives behavior energy, direction and persistence in research (in other words, it gives behavior strength, purpose, and sustainability) Learning a new language takes time and dedication Once you do, being fluent in a second language offers numerous benefits and opportunities Learning a second language is exciting and beneficial at all ages It offers practical, intellectual and many aspirational benefits In learning a language, there can be one or more goals – such as mastery of the language or communicative competence – that vary person to person There are a number of language learner motivation models that were developed and postulated in fields such as linguistics and sociolinguistics, with relations to second-language acquisition in a classroom setting The different perspectives on second language motivation can be divided into three distinct phases: the social psychological period, the cognitive-situated period and the process-oriented period Motivation in the ESL/EFL Classroom Motivation has long been a major problem for most teachers of English as a Second Language (ESL) or as a foreign language not only in the Arab World but also elsewhere Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons Motivation in the ESL/EFL classroom is easily one of the most important factors as I'm sure most teachers would agree with me The main reason I'm coming to this point of view is that most of our students have low motivation to learn English In addition to that, while most of them have a vague sense that whether "English will be useful for my future" or not, they don't have a clear idea of what that means, nor is that a very strong motivator; it's too vague and too far off Types of Motivation Many scholars acknowledge the importance of motivation in learning as “it can influence what, when, and how we learn” (Pintrich & Schunk, 2002, p 6) Whereas motivated students tend to engage in activities that they believe will help them learn, unmotivated students are not able to be systematic in making an effort in learning, as are motivated students The importance of motivation is often emphasised in the field of language and linguistics According to Cook (2000), three main factors explain the speed of learners’ learning in second language acquisition (SLA): age, personality, and motivation He also stated that motivation is the most important among these three elements Masgoret and Gardener (2003) supported this point and claimed that motivation is responsible for achievement in a second language In addition, many reserachers have noted that 99% of language learners who show strong motivation were able to achieve a reasonable working knowledge regardless of their language aptitude Intrinsic motivation Intrinsic motivation is a motivation to learn that comes from an internal force such as interest in language learning or the desire for further personal development in general It compares with extrinsic motivation, which is motivation from external pressures such as the need to speak English for work or because a parent has sent a learner to class Example: Often high level learners show a high degree of intrinsic motivation as they continue to study a language beyond any practical need Extrinsic motivation Extrinsic motivation is a motivation to learn caused by external pressures such as work, because a parent has sent a learner to class, or the need to gain a qualification in the language It contrasts with intrinsic motivation, which is an internal force such as interest in learning a language to communicate with other people or for further personal development in general Example: Exams preparation classes often have a high degree of extrinsic motivation as learners are attending class to pass an exam, often for work purposes Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons De-motivating Factors in English Language Learning Problem statement: Demotivation is a relatively new issue in the field of second/foreign Language learning motivation Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular Demotivating factors are essential factors which negatively influence the learner’s attitudes and behaviors and hence lead to undesired learning outcomes The purpose of the present study was to analyze the effective factors on demotivation for English language learning among a group of Iranian university students De-motivating Factors in English Language Learning 5.1 Lack of perceived individual competence 5.2 Lack of intrinsic motivation 5.3 Inappropriate characteristics of teachers’ teaching methods and course contents 5.5 Inadequate university facilities 5.6 Focus on difficult grammar II WAYS OF MOTIVATING STUDENTS IN SPEAKING LESSONS Ways of motivating students in speaking lessons While they excel in the other skills, they find it difficult to speak, not because they not know how to, but because they are afraid to so This is even more problematic when it comes to older learners and adults as there is the common fear of making a fool of themselves in front of their peers There are, of course those more unique learners who will try to dominate the ESL classroom when it comes to speaking, however, more often than not this is not the case and when it does happen it also limits the less confident learners What they need more than instruction is confidence and the motivation to speak out in class and not be afraid to so As ESL teachers it not only our duty to teach, but it is also our duty to motivate our learners to speak out and participate We need to help reduce their fears and provide a comfortable environment for them to learn and to make them feel more at ease Speaking is by far the most important skill needed when it comes to ESL learning Speaking is everywhere in real life and even though the learners may be able to avoid skills such as reading and writing English in real life, it is not the case with speaking So how can we motivate our learners to really love speaking English? What can we to help reduce fear and give them the confidence they really need? Those students who have more of a positive attitude when it comes to language learning will be less likely to suffer from performance and learning anxiety thus making them participate more Here are a couple of useful tips and techniques that you as an ESL teacher could implement in the classroom to help those more reluctant to speak out 1.1) - “Pair work” or “Group work” One of the successful ways, if the teacher is resourceful and skilful enough, to motivate his/her students to participate in speaking lessons is to use “pair work” or “Group work” appropriately.Language is best learned through the Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons close collaboration and communication among students This type of collaboration results in benefits for all or both learners In fact, learners can help each other while working on different types of tasks such as using dialogue speaking, interviews, drawing pictures and making comments about them, play roles, etc… Researches on Second Language Acquisition have shown that learners have differences in mastering skills While one student is good in drawing, another can be good in expressing ideas verbally; a third other student can be good at role play and imitation Besides, some students find it less stressful, if not much comfortable to learn certain rules or usages of language from their pears and comrades than from their teacher.Finally, communicative language teaching requires a sense of community and anenvironment of trust and mutual confidence which “pair work” or “Group work” can provide 1.2) The seating of the students The way the students are seated in the classroom will often determine the dynamics of the lesson Indeed, a simple change in the seating pattern can make an incredible difference to group coherence and student satisfaction, and I’ve seen many other cases where seating has been a crucial element in the success or failure of the lesson.The seating pattern you use may, in some cases, not be fully under your control – if for example the desks are fixed to the ground or the school has strict rules about not moving the furniture Student numbers are also going to be an issue I’ll talk about average size classes – anything from 35 to 40 Teachers have different preferences for seating arrangements – groups seated round small tables is often one choice This is probably the best option for the larger classes in this range, but for smaller numbers and with adult or teenage students I think the horseshoe shape, which I find has all of the advantages of groups, and none of the disadvantages A horseshoe may be desks in a U-shape with a hollow centre, students in a semicircle on chairs with arm-rests and no desks, or students seated around three sides of a large table, with the teacher at one end In any case, whatever seating pattern you choose or is imposed on you, the class is likely to be more successful if you keep the following principles in mind: a) Try and maximise eye contact Both teacher to student and student to student In full class phases of the lesson, if the person who is speaking does not have eye contact with the others, then attention is likely to drop This is the main reason I personally think the horseshoe shape to groups is better b) Make sure students are seated at a comfortable distance from each other Make sure you don’t have one student sitting alone or outside the groups Besides, try to leave a fair empty, but not so much a space because large distances between the students will tend to lead to a “muted” atmosphere, low pace, and less active student participation in the lesson c) Think in advance about how you will organise changing partners or changing groups Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons This is a stage of the lesson which can potentially descend into chaos if it’s not tightly controlled, with students wandering aimlessly around not knowing where to go or confidently moving to the wrong place 1.3) The Error Correction It is always asked whether we should correct all students’ errors, whenever they occur The reasonable answer is that if we stop at every single error and treat it with no room for errors to take place, this will lead to a gap of communication and students will be too much afraid of making mistakes Hence, due to being too much obsessed with making errors, students will be too much reluctant to participate.Thus, Teachers should be aware of when to correct errors and how to that without any hurt and humiliation In a learner- centered classroom, it should be better to correct errors, which students make unconsciously, whenever there is a gap of communication or when not treating the error will result in a misunderstanding of the idea expressed Concerning the ways of how to correct errors, there are several techniques which the teacher, who is seen as the monitor, should choose from them according to the type of the error and task where the incorrect form of language occurs Among these ways of correction we can state: self correction, peer correction and teacher correction 1.4) Role play This is another technique to vary the pace the lesson and to respond to the fundamental notion of variety in teaching Teachers are advised to use the roleplay activity in order to motivate their students and to help the less motivated learners take part in the lesson Besides, certain tasks in the student’s book are followed by a role- play activity where it becomes a necessity to undergo such an activity As good examples of that we can state: the hide (item) and guessing game, dramatizing an interview of customer and shop assistant, doctor and patient conversation, etc… 1.5) Using realia, flash cards, Stories and songs in teaching Realia and flash cards are considered as important tools in teaching especially a foreign language, since they play the role of a facilitator in teaching new vocabularies such as fruits, vegetables, clothes items, etc…Besides, they are very helpful in drawing especially beginners’ attention to follow and match new words to items In addition, realia is an authentic material that helps the teacher to overcome classroom artificiality.Creating stories with the students is another way of developing speaking and writing skills Actually, creating stories is grounded in the students’ ability to create a story from their personal experience In creating stories some issues are revealed such as: a) fluency, b) whether the students have enough language to create the story, and c) accuracy Teachers are able to demonstrate techniques of using songs in different ways to teach grammar, vocabulary, pronunciation and community building because the students like songs and they motivate the students to learn the English language in an interesting way Teachers can elicit students’ ideas about the song through activities such as prediction, mind maps, word splashes, etc Students discuss Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons questions such as the feelings in the song, what will happen next, etc and write their responses in an interesting manner Students may write and present how the song makes them feel and then draw a picture of their feelings while listening to the song Teachers respond to this presentation and ask questions Then, feedback is provided from the group 1.6) Using audio visual material: cassette player, video, computer… Since our schools are equipped with various audio visual materials such as cassette recorders, videos, computers, projectors, magic boards and many others, teachers should use these materials when teaching Indeed, they should include the appropriate material to use while planning their lessons For instance, we should include a cassette player in a lesson based on listening, while we need to include a computer in any e-lesson or a lesson about designing a website or an internet page about your school Whereas, we can use an overhead projector in presenting writing drafts for classroom correction or to read 1.7) Using the first language (or native language) in the EFL/ ESL classroom Should we or shouldn’t we use the students’ first language (L1) in the classroom? This is one of the questions which most divides EFL/ESL teachers, whether they are for it or against it.The main argument against the use of the L1 in language teaching is that students will become dependent on it, and not even try to understand meaning from context and explanation, or express what they want to say within their limited command of the target language (L2).But there are other, historical reasons why the use of the students’ mother tongue went out of favour Initially it was part of a reaction against the Grammar-Translation method, which had dominated late 19th and early 20th century teaching, and which saw language learning as a means towards intellectual development rather than as being for utilitarian, communicative purposes But, we can say that there are a few cases when we can resort to the student’s mother tongue such as- When there is a gap of communication or total misunderstanding, since it can prevent time being wasted on fruitless explanations and instructions, when it could be better spent on language practice.- It can be used contrastively to point out problem areas of grammar For example, various course books, like Headway, now encourage students to translate model sentences into their own language in order to compare and contrast the grammar It can be used with beginners, when students are trying to say something but having difficulty, they can say it in their own language and the teacher can reformulate it for them.- When students need to combine the two languages, for example in those lessons whose focus evolve around translation and interpreting Demonstration of ways of motivating grade students at Le Loi uppersecondary school in speaking lessons 2.1 Pair work: Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons Examples : Unit – A day in the life of… - Part B: Speaking Task 1(controlled practice): Quan is a tenth-grade student He goes to school every morning Below is his weekily timetable Ask and answer questions with a partner, using the information from the timetable Monday 7:15 Civic 8:05 8:55 9:55 10:40 Tuesday Physics educ ation Information Literature tech nolo gy Maths Biology Maths Chemistry Wednesday Thursday Physical English Educa tion Literature History Literature Physics History Physical Ed uca tio n Chemistry Friday Maths Saturday Literature Information tech nolo gy English Physics English Maths Maths Class me eti ng Teacher: Aks students to work in pair to ask and answer questions about his weekly timetable Students: Prepare the questions related to Quan’s weekly timetable Lower students: What time does Quan have _ lesson on _? What lesson does Quan have at _a.m? … Good/advanced students: How many classes does Quan have everyweek? On what days does Quan have _lesson? … Unit – School talk – part B: Speaking Task (production): Work in pair Make small talks on the following topics, using the starting and ending of a conversation - the weather - football - lastnight’s TV pogrammes - plans for next week Teacher: Aks students to work in pair to talk about the given topics Students: - Use the expressions of starting and closing a conversation - Prepare the information about the topics Low students: - Talk about the weather or lastnight’s TV programmes Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons - Use expressions of starting a conversation: Goodmorning / Hi; Hello How are you?; Hello What are you doing? And expressions of closing a conversation: Goodbye See you later; Great I’ll see you tomorrow; Catch you later Better students: - Talk about football or plans for next week - Use different expressions of starting and closing a conversation 2.2 Group work Unit – Technology and You – Part B: Speaking Task (production): Work in groups Talk about the uses of information technology Teacher: - Ask students to work in groups of (one advanced student, two good students, low students) to talk about the uses of information techonology Students: - Use the structures of puposes to talk about the uses of information technology Low students: talk about the uses of television, computer, or electric cooker 2.3 The seating of the students Here are som suggestions: Unit 12 – Music – Part b : Speaking Task 2: work in group Ask your partners questions to get information to complete the table below Teacher: - Aks students to work in groups of with different levels - Aks students to change their seat as the following chart Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons Students: - Prepare questions about music + What kind of music you like? + What is your favourite ban/ musician? + What is your favourite song/ piece of music? + Why you like it/ him/ her/ them? + When you listen to music? 2.4 The Error Correction Here are the ways I usually use whie correcting my students not oly in speaking but also other skills That isn’t correct / That’s incorrect That’s not quite right / This word is wrong Something is missing / Add another word Use another verb / Don’t add another word There’s an extra word here What does this mean? / Do you mean “like” or “liked”? Remember we are talking about past This sentence is incomplete Don’t forget to follow the order in the example What is missing? / There’s a word missing? What is wrong with this sentence? Does this verb look right? / Does this word sound right? Try adding another word Try using another tense Please look at this sentence again “like” and “likes” Look at the difference between “like” and “likes”/ compare This sentence is off topic Pay attention to the verbs Remember the irregular form / Don’t forget… Compare your work to the example 10 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons Check spelling Please revise this sentence You need to review the example You need to pay attention to the model 2.5 Using realia, flash cards, stories and songs in teaching Unit 5: Technology and You – Part B: Speaking Level: Intermediate Aim: Students practice oral fluency talking about uses for everyday objects in a difficult situation Language Point: “it’s used for… it could be used for…” In language teaching, realia are actual objects, which have a purpose outside the classroom and can be used in the classroom This speaking lesson is based around the use of realia Materials: A collection of everyday objects from around the house and a large bag to put the objects in Here is a sample list of the kind of objects that work well for this activity: A coat hanger, some diskettes, a bread knife, a can opener, a hammer, some lipstick, a comb, a paintbrush, some string Warmer Tell the students that to imagine the following situation: they were all on a cruise ship when there was a terrible storm The boat sank, but they have managed to reach a small tropical island There is abundant fruit on the island and lots of fish too However, the only things they have with them are these objects, which have washed ashore Stage One Bring out the objects and make sure the students know what they are in English While doing this, ask, “What is it used for?” making sure that they use the gerund Divide the students into groups of three or four Each group has to come up with alternative uses for the objects in their situation Write an example on the board The coat hanger is used for hanging clothes It could be used for fishing They have to discuss this as a group and at the end present their solution to the class Stage Two Circulate and monitor the groups while they are doing the speaking activity Set a time limit (10 minutes is usually enough, but let it go on longer if they get into it!) The activity works better if each group has some or all of the objects so that they can touch and handle them If you have a big class, or don’t have enough objects, try one of the variations below Stage Three Stop the activity when students have decided how they can use the objects Ask each group to present their ideas to another group At the end, ask which group had the most imaginative uses for the objects To follow this up, ask students to 11 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons work in their groups again and make a list of the ten objects they would most like to have in their situation Variations If you can get a copy of the film Cast Away starring Tom Hanks, you could use it as part of the warmer or study some scenes after the activity You could also ask the students to bring in the objects without telling them what they are for Tell them to each bring in four household objects that they don’t know the word for in English Do stage one with them in groups 2.6 Role play Unit 16 – Historical Places – Part B: Speaking Task (controlled-practiced): A foreign visitor has taken some notes about President Ho Chi Minh’s Mausoleum Ask and answer questions with a partner, using his notes (on page 169 of the Textbook Tieng Anh 10) Designed task: Role play Imagine one of you were a foreigner who is going to visit President Ho Chi Minh’s Mausoleum, the rest would tell the foreigner about it using the cues on page 169 of the Textbook Tieng Anh 10 Teacher: - Ask students to role play: a foregner and You Students: - Prepare questions and answers using the cues on page 169 of the Textbook Tieng Anh 10 Low students: + Where is President Ho Chi Minh’s Mausoleum / President Ho Chi Minh’s Mausoleum situated? + When did it start being built? + When was it completed? + How many floors are there in the Mausoleum? + How often does it open? + What time does it open and close? + Can we take photographs inside the Mausoleum? Good students: + Where is President Ho Chi Minh's Mausoleum situated? + When did the construction of the Mausoleum start? + When did it finish? + How many floors are there in the Mausoleum? + What is the use of each floor? + On what days can we visit the Mausoleum? + What are the visiting hours? + Are we allowed/ permitted to take photographs inside the Mausoleum? III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 Unit 1: The day in the life of Period - B: SPEAKING Class 10A1, 10A5, 10A7 I Objectives: Aims: - Students work in pairs to ask and answer about one’s daily activities using a timetable or pictures - They can talk about their daily routines 12 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons Knowledge: - General knowledge: A day in the life of a student - Language: - Words concerning school subjects - The way to tell clock time - The present simple tense II Methods: integrated, mainly communicative III Anticipated problems: - Problems: Students may forget the names of school subjects and the way to tell clock time - Solutions: teacher should recall these words before they practise speaking IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Teacher's activities Students' activities Warm-up:( mins) - Aims: to revise the names of school subjects - Ask sts to close their books - Close their books - Ask students to work in group of to - Work in groups of three or four to match the subjects with their meaning match as quickly as possible in Vietnamese - Deliver the first handout A B Civic education Technology Maths Literature Physics Biology Chemistry Physical education Geography 10 History 11 Informatics a Toán học b Vật lý c tin học d thể dục e Địa lý f Giáo dục Công dân g Văn học h Lịch sử i Công nghệ j Sinh học k hóa học - Ask them to match one item in column A with one item in column B - Ask them to work in groups in minutes, then check this exercise in chorus - Ask sts to read aloud the names of - Speak aloud their answers: 1-f ; 2-i ; - a; - g; - b; - j; these subjects in chorus - k; - d; - e; 10 - h; 11 - c Presentation:( mins) - Aims: to introduce the verb tense and the way to tell clock time - Introduce briefly what sts are going to Listen to the teacher 13 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons in this lesson - Ask sts about the verb tense to use in talking about daily routines - Remind sts of some rules of the present simple tense - Recall the way of telling time T: ( write on the board) 7.30 ans ask a st to read it aloud - Write some more examples and ask sts to read aloud - Ask sts about the question : - Ask sts to make question for the following sentence: " Mai goes to school at 6.30 a.m" - Ask sts to give more examples Controlled- practice:( 20 mins) - Aims: Sts practise speaking in pairs + Task 1: - Ask sts to open their books - Introduce the requirement of the task - Ask sts to look at the timetable in the textbook and read through it - Do the first example with a student T: What time does Quan have a Civic Education lesson on Monday? T: What lesson does Quan have at 7.15 a.m on Monday? - Ask the whole class to read these sentences again - ask two pairs to read again - Ask sts to work in pairs for 10 minutes to ask and answer about Quan basing on the timetable - Move round to hepl sts and to correct any mistakes if there are - The present simple tense S: seven thirty or half past seven S: The question begins with " What time ?" S: What time does Mai go to school? S: Give more examples - Open the textbook - Listen to the teacher - Look at the timetable and try to understand it S: He has a Civic Education lesson at 7.15a.m S: At 7.15 on Monday he has a Civic Education lesson Read the model Work in pairs - Ask five pairs to report because of the S1: What time does Quan have a time limit Literature lesson on Tuesday? S2: He has a literature lesson at 8.05 a.m S1: What lesson dose Quan have at 10.40 a.m on Thursday? S2: he has a Chemistry lesson 14 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons S1: What time does Quan have a Physics lesson on Wednesday? S2: He has a Physics lesson at 9.55 a.m S1: What lesson does Quan have at 8.55 on Friday? S2: He has an English lesson S1: What time does Quan have a Class Meeting on Sarturday? S2: He has a class meeting at 10.40 a.m - Listen and give remarks + Task 2: - " Quan is at school in the morning, and what does he in the afternoon? Please look at pictures in task 2" - Ask sts to work in pairs to ask and - Look at pitures in task and think answer about Quan's activities of the phrases to talk about Quan's activities.(eg: his homework, get up,etc) - the first as an example: T: ( look at picture 1) What does Quan S: He gets up at 2.00 p.m at 2.00 p.m? - Ask sts to work in the same way, remind sts to use the present simple tense with the third person - Move round to control the activity and to help sts if necessary - After sts have discussed, T can aks a S: " At 2.00 p.m Quan gets up, he student to talk about all Quan's starts to study at 2.15 p.m he studies activities in the afternoon until 4.30 and then he watches T.V At 5.00 he rides to the football yard At 5.15 he begins playing football He goes home at about 6.30 p.m ." Free practice:( 10 mins) - Aims: sts practise speaking freely, they can express their own ideas + Task 3: - Ask sts to think about themselves, - Think about their daily activities and then work in small groups to tell and talk to their friends their friends about their daily routines Remind sts that they are using the present simple with the first person 15 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons - Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to make a - Make a presentation about their presentation about their daily routine in daily routine front of the whole class - Check and give remarks Homework: ( min) - Write a paragraph ( about 80 words) about their daily routines in their workbook UNIT 5: TECHNOLOGY AND YOU LESSON 2: SPEAKING Class 10A1, 10A5, 10A7 I Objectives: Education aims: Sts know about the uses of modern inventions Knowledge a General knowledge: Sts can talk about the uses of the modern inventions in daily life such as radio, TV, fax machine, air conditioner b Language: - The simple present passive - Verbs concerning the modern inventions Skills + Speaking: - Asking and answering about the uses of the modern inventions -Talking about the uses of the information technology + Reading: - Using the suitable verbs to complete the sentences II Anticipated problems Sts may not know about the uses of some inventions such as fax machine or air conditioner III Teaching aids Textbook, chalk, board, pictures of some modern inventions IV Procedures: Teacher’s activities Homework checking ( mins ) - Ask two sts to talk about the uses of computers in daily life - Listen and give the corrections Presentation ( 10 mins) Aims: Present the new words and the structure to talk about the uses of modern inventions 2.1 vocabulary Students’ activities 16 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons - Present the spelling and pronunciation of - Write the words and pronounce the new words them - Use different techniques to elicit the meaning of the following words + transmit ( v ) truyền thông tin + process( v ): Xử lý thông tin + make use of: sử dụng, tận dụng 2.2 structures - Show student a realia of the teacher’s mobile phone and ask: +What is it? + Have you got a mobile phone? Yes, / No, +Could you tell me what the cell phone used for? - Give sts the form of the questions and answer: Question: What is the used to ? Answer: It is used to + infinitive or infinitive phrase - Guess the meaning of the new words - Answer the teacher’s questions + It is a mobile phone + Yes I have or No, Ihave’t + Well, it’ s used to talk to people when you are away from home - Write the form of the questions and answer Practice ( 15 mins) Aims: Sts practice completing the suitable verbs to talk about the uses of modern inventions 3.1 Controlled practice Task 1: Ask and answer questions about the uses of modern inventions - Ask students to work in pair, ask and - Work in pair answer questions about modern inventions using the questions presented in demonstration part - Asks students to present the uses of - Suggested answers: modern inventions Could you tell me what the radio is used for? Well, it’s used to listen to the news and learn foreign languages Could you tell me what the TV is used for? Well, it’s used to watch the news, 17 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons performances and football matches Could you tell me what the fax machine is used for? Well, it’s used to send and receive letters quickly Could you tell me what the electric cooker is used for? Well, it’s used to cook rice, meat, fish and keep food, rice warm Could you tell me what the air conditioners is used for? Well, it’s used to keep the air cool or cold when it’s hot or cold Task 2: Completing sentences - Ask sts to work in pairs to complete the sentences - Go around to help sts - Ask some sts to read the sentences aloud in front of the class - Listen and give correct answers: Task3: Ranking - Ask sts to look at the ideas in Task and rank them in order of importance Give the reasons - Ask sts to work in groups of three or four - Suggest some structures in discussion: I think/ believe that the most important use of information technology is because - Go around to help sts to give the reasons to support their ideas - Ask some sts to present in front of the class 3.2 Free practice ( 14 mins ) Aims: Sts can talk about the uses of modern inventions Task 4: - Ask sts to work in groups to talk about the uses of information technology using the information above - Work in pairs to find the suitable verbs - Some sts to read the sentences store transmit process send hold make send receive 9.design - Work in groups to discuss - Work in group - Talk about the uses of information technology: - It allows us to - It can help us store 18 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons transmit process - Go around to help sts - Ask one or two sts to present in front of the class - Listen and give remarks Homework( ) Write a passage about the uses of mobile Write homework phones IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING Class 10A1 10A5 10A7 Term 1st term 2nd term 1st term 2nd term 1st term 2nd term Excellent-good 27% 40% 22% 36% 33% 42% Average 45% 50% 40% 48% 48% 50% Weak (bad) 28% 10% 38% 16% 25% *% C CONCLUSION AND RECOMMENDATIONS: I CONCLUSION OF THE STUDY As indicated in this paper, motivation is a crucial factor in learning a foreign language, which is influenced by different variables: personality variables, the attitudes of learners, their learning styles, and even the power relationships between languages The whole study emphasizes the goal from Foreign Language learning/teaching The subject of the current study is the role of motivation to enhance learners’ speaking ability in FL classrooms Teachers should use modern and different strategies during classes and teach their students learning strategies to meet their needs and styles They also have to give the individuals sufficient opportunities to practise their speaking skill Apparently, the good relationship between the teacher and his/her students may help in creating a comfortable atmosphere where there is a respect among learners themselves, so they will be motivated to speak without the fear of being criticized The investigation is about the effect that motivation has to stimulate learners to have self- confidence in order to speak in front of their teacher and classmates In addition, the study have concentrated on the influence of using different teaching strategies on learners’ desire to learn English, and how to help students to overpass their difficulties in speaking so they would be more stimulated to practise their speaking skill Consequently, the main objective of the teachers is to make their students speak English To achieve that, they need to try different ways to motivate the students so they will participate in the classrooms 19 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons II RECOMMENDATIONS Each teacher has their own ways to motivate students in learning how to speak English Whatever ways are used the suggestions which may help teachers are followings: Encouraging different learning styles; children’s learning preferences should be supported because they are the reasons to be stimulated to learn The belief of learners in their own capacities; they need a positive feedback to guarantee that they can believe in their own abilities Ensuring a task is related to interest; apparently, many publishers that provide high interesting reading materials have a lower level of vocabulary Minimising pressure; some pressure are good to achieve motivation including, deadlines and competition But, extreme pressure leads to de-motivation Encouraging student’s choice; that would provide control, independence, and responsibility in students’ learning Teacher has to think about the context in real situation where the vocabulary and grammar might be used in order to relate learning language to real life and also promotes high motivation Because of students‘ limited English level, teacher has to explain again and again and or even in Vietnamese This is a proof to find that students‘ limited knowledge (vocabulary, phrases, expressions …) is a big obstacle for implementing speaking activities Teacher should give them some assignment by telling them to read, watch films, listen to songs etc and note the useful word It is a good way to produce the target language by themselves Teacher must see that the personality of students affects the quality of speaking activities a lot If the student is an active and outgoing person, she / he is willing to work with other people and he/ she knows how cooperate with them 10 Teacher should encourage students to use positive comments COMMENTS AND ASSESSMENT OF THE SCIENCE COUNCIL Tho Xuan, May 25th, 2018 I hereby declare that this research is The chairman of Le Loi upper- due to the experience I myself have secondary school written, not copy from anybody I sincerely thank you The writer Đỗ Thị Hồng Hạnh Đỗ Viết Định 20 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons D REFERENCE BOOKS English Language Teaching Methodology (edited by Hanoi university) https://en.wikipedia.org/wiki/Motivation_in_second-language_learning Alderson, J.C (1984) Reading in foreign language: A reading problem or a language problem Cambridge: Cambridge University Press Alderson, J C (2000) Assessing Reading Cambridge: Cambridge University Press Brown, H.D (2007) Teaching by Principles: An Interactive Approach to language Pedagogy Third Edition White Plains: Pearson Longman Eskey, D E (1988) ―Interactive models for second language reading: perspectives on instruction.” In P L CARRELL, J DEVINE and D E ESKEY (Eds.), Interactive Approaches to Second Language Reading New york: Cambridge University Press, 223-238 Phương pháp dạy tiếng Anh Trung học phổ thông (written by Nguyễn Hạnh Dung) Harmer, J 2007 How to Teach English Essex: Pearson-Longman Emma Ushioda, Language learning motivation, self and identity: current theoretical perspectives, 2011 Centre for Applied Linguistics, University of Warwick , Coventry, UK 10 Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) - Nhà xuất giáo dục 11 Tiếng Anh 10 – Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) – Nhà xuất giáo dục 12 Thiết kế giảng Tiếng Anh 10 (Chu Quang Bình) – Nhà xuất Hà Nội 13 Motivation in Education: Theory, Research, and Applications, 2nd Edition Paul R Pintrich, Late of University of Michigan; Dale H Schunk, University of North Carolina at Greensboro 14 Richard, J.C (n.d) Approaches and methods in language teaching Retrieved from May 15th, 2012 15 Giới thiệu Giáo Án Tiếng Anh 10 (Vũ Thị Lợi, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung) – Nhà xuất Hà Nội 21 Ways of motivating grade 10 students at Le Loi upper-secondary school in speaking lessons DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Chức vụ đơn vị công tác: ., TT Tên đề tài SKKN Roles of groupwork and pairwork in teacing English at upper-secondary school Techniques for eliciting new vocabulary at uppersecondary school Applying techniques for eliciting vocabulary of teaching English 10 at Le Loi upper-secondary school Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school Interactive post-reading activities focusing on writing used to teach Grade 10 students at Le Loi uppersecondary school Kết Cấp đánh đánh Năm học giá xếp loại giá xếp đánh giá xếp (Phòng, Sở, loại (A, loại Tỉnh ) B, C) Số 539/QĐC 2010 – 2011 SGD&ĐT ngày 18/10/2011 Số 743/QĐC 2012 – 2013 SGD&ĐT ngày 04/11/2013 Số 988/QĐB 2014 – 2015 SGD&ĐT ngày 03/11/2015 Số 972/ QĐSGD&ĐT ngày 24/11/2016 Số 1112/ QĐSGD&ĐT ngày 05/11/2017 B 2015 – 2016 C 2016 – 2017 22 .. .Ways of motivating grade 10 students at Le Loi upper- secondary school in speaking lessons A INTRODUCTION Speaking is "the process of building and sharing meaning through the use of verbal... languages, for example in those lessons whose focus evolve around translation and interpreting Demonstration of ways of motivating grade students at Le Loi uppersecondary school in speaking lessons 2.1... teaching English 10 at Le Loi upper- secondary school - Object: This subject is concerned with ways of designing activities in the class Ways of motivating grade 10 students at Le Loi upper- secondary