Applying some techniques to teach speaking skill through adapting activities for while speaking part in english 10

Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school THANH HOA DEPARTMENT OF EDUCATION AND TRAINING BIM SON UPPER SECONDARY SCHOOL TEACHING EXPERIENCE & Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son UPPER SECONDARY SCHOOL Teacher: Vu Thi Thanh Nhan Post: The leader of the foreign language group School: Bim Son upper secondary school Subject: English THANH HOA, YEAR 2018 Part A- INTRODUCTION Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school I Reasons for choosing the research Nowadays English has become an international language because it is widely used in many parts of the world In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody The role of English is considered to be indispensable in the fields of economics, politics, science, culture and education, and more and more people want to learn English for communicating with foreign partners, tourism, study tours, etc According to the project "Teaching and Learning Foreign Language in the National Education System for the period 2008-2020", with the objective is that by 2020 most Vietnamese youth graduated from secondary schools, colleges and universities, can use foreign language as a second language to speak independently, to be confident in communication, to learn, and to work in an integrated, multi-lingual, multi-cultural environment; Foreign language becomes Vietnamese’s strength serving the cause of industrialization and modernization of the country Speaking is one of the most important and essential skills that must be practiced to communicate orally By speaking, people are able to know what kinds of situations the world People having ability in speaking will be better in sending and receiving information or message to another Speaking is the process of building and sharing meaning through the uses of verbal and non verbal symbol in various contexts And speaking skill is an important part of the curriculum in language teaching and speaking has its own way of assessment; according to the Common European Framework of reference for languages (CEFR), describing students’ level They are C2, C1, B2, B1, A2, A1 and students graduating from high school gain A2 Recognizing that importance, so teaching and learning English in the society are increasingly concerned; programs and teaching methods are increasingly innovative in order to meet the needs of the schools The teachers have applied teaching tips and activities to promote the positive and proactive of the students and create optimal conditions for teaching students, developing and enhancing language skills However, for various reasons, most teachers make use of the textbooks, not invest for the design of a variety of useful activities Learning English is to communicate; however, in while - speaking lessons, students are mostly passive, only write and hardly say, after the Speaking lesson, students not know how to apply the knowledge in specific situations This imposes a requirement for the teachers is that people have to organize a variety of activities to improve English speaking effectively and make Sts feel easier and more interested in this subject For those reasons, With all my effort in thinking, exploring, exchanging, discussing with other colleagues in the education sector along with the rubbing practical work experience in teaching English in high school for nearly 18 years, I strongly share some ideas, thoughts through the initiative: Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Hopefully that the results of this study would be shared with any colleagues who had the same problem or anyone who is interested in this study II The objectives of the study: Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school + Improve the quality of teaching and learning of English at Bim Son upper secondary school + Increase the duration of the student says (students' talking time) during school hours in the classroom and check out the old lessons + Improve communication skills of students + Promote the central role of the learner + Develop thinking language for students not only in English but also in the learning activities and other activities in daily life III Scope of the study The study focuses on some classes of the 10 th grade students (from 2014 to 2016 at Bim Son upper secondary school IV Measures carried out: Study the textbook English 10, read the relevant documents, design some whilespeaking activities in English 10, practice on classes, observation, get feedback from students, based on the results achieved, learn by experiences PART B - CON TENT I Theoretical basis: Material Adaptation 1.1 Definition of Adapting Naturally, adaptation is the action or process of adapting or fitting or the stage of being adapted or fitted Being considered in the points of view of linguistics and educators, course book adaptation means changing existing course books in order to make them more suitable for specific learners, teachers or situations (Tomlinson, 2000) In addition to this issue, Peacock (1996) states that adaptation is essentially a process of ‘matching’ to maximize the appropriateness of teaching materials in context, by changing some of the internal characteristics of a course book to better suit particular circumstances 1.2 Reasons for adapting textbook The textbook is a stimulus or instrument for teaching and learning Cunninsworth (1995) makes the statement that: Textbooks are an effective resource of self-directed learning, an effective resource for presentation material, a source of ideas and activities, a reference source for students, a syllabus where they reflect pre-determined learning objectives, and support for less experienced teachers having yet to gain in confidence However, there is no perfect suitable material Therefore, teachers adapt textbook to match it with their teaching environment, their learners, their own preferences, the course objectives and the text, tasks and activities 1.3 Types of textbook adaptation Tanner, R & C Green (1998) estimate that changes of some sort made by teachers are inevitable in order to fit a book with their aims, their setting and most of their learners These authors also give various actions teachers can take to tailor a Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school selected textbook to fit their teaching situation You can’t always get what you want Changes of some sort are inevitable if you want take a book to fit your aims, your setting, and most of all your learners There are various actions you can take to tailor a selected textbook to fit your teaching situation CHANGE REMOVE Make small changes to the existing materials in the textbook Remove a textbook activity from the lesson REPLACE ADD Replace one activity with another related one which is more suitable Add an extra activity in an area not covered sufficiently in the textbook (Tanner, R& C Green 1998 Tasks for Teacher Education Harlow: Longman, p 122) An overview on the teaching of speaking In order to help students to develop their English speaking ability we need insights about the nature of spoken discourse, so we will be able to find a useful methodology to select and design appropriate classroom activities 2.1 Principles for Teaching Speaking In the communicative model of language teaching, the teacher helps the students in real life communication They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts According to Nunan (2003), there are some principles for teaching speaking Some of which are described below: 2.2 Give students practice with both fluency and accuracy At the beginning and intermediate level of studies, learners must be given opportunities to improve their fluency as well as accuracy Accuracy means using the target language correctly and fluency is using language quickly and confidently The teacher should not emphasize on any one aspect of speaking Rather, students should get practice on both accuracy and fluency 2.3 Use group work or pair work To improve students’ speaking, they should be given enough opportunities to speak in class So, teachers talk time should be less and students talk time should be more It is important for language teachers not take up all the time According to Nunan also, “Pair work and group work can be used to increase the amount of time that learners get to speak in the target language during lesson.” In this way, the students will get chance to interact and practice the language with other students Challenges in the English Speaking Classroom and the solutions 3.1 Students not want to talk or say anything One of the problems is students feel really shy about talking in front of other students, they are suffer from a fear of making mistakes and therefore “losing face” in front of their teacher and their peers Speaking in front of other people needs courage, Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school motivation from inside, and outside such as joyful atmosphere in the conversation and interesting topic Further is because there are students who dominate and almost intimidate Another reason for students silence may simply be that the classroom activities are boring or pitched at the wrong level Many people have a good ability in English language skills but when they should communicate with English, they fail in expressing their ideas They are afraid and anxious of saying something wrong or incomprehensible One way to encourage students to speak in English is simply to speak in English as much as possible in classroom Students keep using their own language One problem may teachers face is that students use their native language rather than English to perform classroom tasks This might happen because they want to communicate something important, and so they use language in the best way they know They have difficulty saying something and because they not want to lose their face in front of their peers, they think that they better use their native language and so others can understand them This problem also connected with students not want to talk or say anything in the foreign language but they keep using their own language In this situation, teacher can create an English environment and keep reminding them always use English 3.3 It is difficult to handle students in large classroom If the classroom is big, for example 30 or 40 students in a classroom, it is clearly that the students hardly got a chance to practice the language, and difficult for them to ask and receive individual attention they need It is hard for the teacher to make contact with students at the back, to keep good discipline, also to organize dynamic and creative teaching and learning sessions But there are advantages of a large classroom: when there are many students in a classroom they can share many different ideas, interesting life experiences, learn to share responsibility and help each other during project work which can bring variety and speeds up the work Students are not discipline in classroom Some students not pay attention to the lesson given; they just talk with each other and make some noises The problems may be because the students are bored with the activities or they feel unable to cope with the task given They show their frustration by disruptive behavior and loud outbursts The discipline of the students in the classroom is related also to the motivation of the students themselves If they have low motivation, it means they have low enthusiasm in following the classroom which makes them indiscipline in the classroom In this situation, the teacher can create activities that make students feel enjoy themselves in the class The materials not fulfill the need of students Language teacher should attempt to associate the language they are teaching with the situation outside the classroom Smith (1983) in Freeman (1999) has explained that people not learn if they are confused or bored When school topics not relate to students‟ lives, they may find themselves confused or bored Moreover, when students cannot understand the language instruction, they may become frustrated Good teaching-texts for classroom use are not there simply in order to be read, they lead to comment and interpretation by learners, and illustrate typical pragmatic uses of lexis Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school and structure They have to be fairly short, so that other activities besides comprehension can occur They have to be “appropriately accessible” This means ''not too difficult for learners to understand but difficult enough to encourage them to develop further in the language” There are four alternatives when the teacher decides the textbook is not appropriate The teacher can omit the lesson, teacher can replace the textbook lesson with one of the teacher’s own, teacher can add to what is in the book, and the last is teacher to adapt what is in the book (Harmer, 1998:111) Students have low motivation to learn English Nunan (1991) wrote in Lawtie (1999), “Success is measured in terms of the ability to carry out a conversation in the (target) language” Therefore, if students not learn how to speak or not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning Nevertheless, if the right activities are taught in the right way, speaking classroom can be a lot of fun, raise learner motivation and make the English language classroom a fun and dynamic place to study English Their motivation is more likely to increase if the students can see how their process of classroom learning achieves the objective, and helps them to accomplish the success The development of communicative skills can only take place if learners have motivation and opportunity to express their own identity and to relate with the people around them One key to increasing motivation is to use activities matched to the personalities, learning styles and characteristics of the learners as often as practically possible How to encourage students to speak It is very important for teachers to encourage students to speak in the classroom If they not encourage them to use the language the students’ speaking ability will never improve Students usually not use the target language beyond classroom That is why they need to speak up in the classroom If the students make any mistake, the teacher can help to correct their mistakes According to Philips, the teacher can the following things to help their students to speak: 4.1 Encourage students interact Most of the students feel very shy to speak because they not acquire the target language and they are not used to take part in classroom discussion Students not even interact with other students or keep silent when they are asked to speak English all the time Therefore, it is important to create a comfortable atmosphere in the classroom where students are not afraid to speak and enjoy communicating with the teacher Students have to be given such atmosphere where they can speak without any pressure and stress 4.2 Make speaking activities communicative Speaking activities need to be very interesting to encourage meaningful interaction between students If the speaking activities are not interesting enough and not provide opportunity for students to speak then there is no use of giving speaking activity According to Philips, “The aim of communication activities is to encourage purposeful and meaningful interaction between students Communicative tasks are designed so that students have a reason or purpose for speaking.” Therefore, teacher Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school should give such activities so that students can share their thought, express their feeling, find out the real information, discuss and argue 4.3 Plan speaking activities carefully According to Philips, “Speaking activities need to be very carefully structured at first at lower levels, thus the students have few demands on them.” At the beginning stage, activities should be easy but good enough for students can use the target language Students might not be fluent and accurate in speaking but they should not remain quite When they get used to communicate then the teacher can introduce more difficult activities such as role-plays, discussions, debate and problem-solving tasks 4.4 Speak, speak and speak No matter what vocabulary or pronunciation you have, you should be as confident and speak as possible when you have the opportunity Nobody laughs when you make a mistake, otherwise they can be more enthusiastic to help you fix more The only way to practice as much as possible is to help you improve fluency, vocabulary Remember that speaking skill is like playing music or playing sports, you will be better if you practice more II Practical basic Rationale Speaking is a crucial part of second language learning and teaching Therefore, the aim of teaching and learning in the classroom is developing students’ ability in speaking The goal of teaching speaking should improve students’ communicative skill because students can express themselves and learn how to use language However, the fact shows that most of the students have difficulties in speaking The problems are: (1) the students have low motivation to speak English, (2) the students are too shy to express their ideas in English, (3) the students feel worried if their friends will laugh at them, (4) the students have low ability in mastering grammar, vocabulary and pronunciation, (5) only few students have great willingness to speak in front of the class, and (6) the monotonous teaching approach used by the teacher The ultimate goal of language learning is communication Grammar and other skills are also important but high achievement is also intended to support this objective The main testing, evaluation has grammar, reading comprehension and writing are invisible obstacles to teaching and learning for skills, this led to learning and teaching the deadly Teachers adapt while - Speaking in speaking lessons because of the following basic reasons: - Ask sts to practice skills, apply the knowledge they have learned in class - Help students to deepen knowledge - To help students become familiar with the work in the big topic, the method, in pairs, in groups, to share ideas demographic interactive, these activities take time and need to search external sources of information (such as information on the library, on the website, or information from the students) Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Current status of teaching and learning English at Bim Son upper secondary school Bim Son upper secondary school is located in Bim Son town, which is convenient for students to learn English But, in fact hardly almost of the students are aware of learning English because they think that English is a difficult subject and only learn to pass the national exam so just learn to cope, subjective leads to loss of the root, and are getting worse and worse In English, many students not know how to write and say a word in English, even distinguish words of type: noun, verb, adjective Most of students are surprised and unresponsive, only a few students know how to answer Therefore, teachers’ teaching is extremely difficult First, except for lessons with the teachers attended observing, teachers often cling to the Tasks of textbook With this request form, the students are all passive, under develop thinking language, abuse of "good book" to cope, or students using the old books have answers already, even the teachers are doing on behalf of the students, too Secondly, sometimes teachers have organized a number of activities to support but does not test, not score, or check but fail to attract all students Thirdly, teachers haven’t applied strictly communicative approach to teaching, teachers like saying too much, many control classes , at promoting the initiative, students' positive Teachers organize activities Pair work, Group work ineffective so they can support each other We are afraid that they will be passive and weak to nothing and students will use their mother tongue when exercising This fix is only because we can call her students to pay all groups and get points for the team, so they have to help each other to well the Tasks that teachers make Finally, one of the content of GCSE exam and entrance examination that all students are worrying is type of the communicational questions It only has a few questions; it also helps the students to get marks easily if they try their best to study it To well this kind of exercise, they need to have extensive and various knowledge and apply it in a current situation The most important factual situation that has urged me to choose this topic is that the English speaking ability of students in high school is extremely bad though speaking skill is necessary, most students not like it The achievement of speaking test is low Moreover, Through teaching process, I have realized that most of them are unable to say English fluently and clearly One of the reasons for this bad situation is that they have not been guided clearly by their teachers, and they have no ideas, lack of vocabulary and background knowledge Even they are lazy to give point of view, The teachers cannot control the students’ contribution in group work; Moreover, the teachers always speak Vietnamese and occasionally give a task but not say anything, only sit silently, which leads to the inability to figure out the ideas for specific topic Therefore, each speaking lesson of teachers and pupils are usually stressful and students just feel very disappointed about their speaking skills, and they not want to learn this speaking lesson Description of the solution of the subject 3.1 Notes the new features for adapting Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Instead of a fixed grip on the Tasks of the textbook, I designed a number of other activities for while-speaking part in English 10 such as: + Interview: Students can conduct interviews on selected topics with various people A student will forward to playing a doctor, a teacher, a player and the other students will give the new questions It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized After interviews, each student can present his or her study to the class Moreover, students can interview each other and "introduce" his or her partner to the class + Role play/simulation: One other way of getting students to speak is roleplaying Students pretend they are in various social contexts and have a variety of social roles In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984) Role play provides the opportunity for students to develop and revise their understanding and perspectives by exploring thoughts and feelings of characters in given situations The teacher may take a role, becoming an active participant in promoting independent thinking and co-operative learning Role play helps students to develop empathy as they examine others’ ideas, feelings, and points of view as well as oral expression and interpretation skills as they use language to describe perceptions, emotions, and reactions In addition, it also helps students to improve decision-making, problem-solving skills as they gain experience independence thinking and co-operative learning + Improving a dialogue: The teachers give the topics and ask students improve the dialogues based on their ideas and expressions This activity can be difficult for students, so the teachers have to guide clearly to help them make the dialogues more easily + Report - Presentation: Report can be made more meaningful to the audience through the use of visuals such as charts, maps, diagrams, and overhead transparencies Oral reports should emerge from other English language arts processes If some students are not comfortable with reporting, they can develop more confidence by taking part in other oral activities before they are ready to give a report Students will report back on what we've learned, we've read, what we have discussed Obviously this is a difficult operation, so students must be prepared and reported in groups or take turns reporting + Mapped dialogue : This activity can be done through the use of visuals such as charts, maps, diagrams The teachers present the map and then students act out and practice in pairs or in groups + Discussion: Discussion differs from conversation in that it generally has an identifiable purpose, such as coming to clearer understanding of characters’ roles in a drama or exploring the possibilities for publishing student writing Discussion is Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school similar to conversation with regard to listening carefully, considering what others say, being courteous, and speaking so that all can hear Many of students’ conversational abilities will transfer to discussion situations Discussion assists students in the development of reasoning, critical thinking, and problems-solving skills It gives them practice in expressing ideas orally in an organized manner and enables them to arrive at conclusions, clarity or modify ideas, resolve differences, and find alternative solutions Groupings of three to five are good for effective discussion Everyone is able to contribute to the discussion as a listener and as a speaker In addition, a small group draws out quieter students who many not contribute to larder group discussions Students will discuss and give opinions on a given topic based on the knowledge they had just learned + Ranking : Students may rank (put in order of importance) the items on a list they have made For example, after students have made a long list of clothing words, you can ask those questions “Which are the most important clothes to wear in winter?” Or after making a list of countries, “Which coun- tries would you like to visit? Where would you go first?” After making a list of hobbies, “Which of these hobbies are the most fun?” You can use this active ty to learn nouns during the lesson With a list of character adjectives, like: kind, smart, quite you could ask “Which of these character you have? Which of these characteristics describes your best friend?” To learn the adjectives use this activity making a list of some more adjectives which you had at the lesson Students may answer their partners or in turn to the whole class The level of the activity depends on difficulty of the words on the list + Problem - Solving: Present a problem to the students Students work in pairs or as a whole class to solve the problem For example “Jasur never does his homework What should his teachers do? What should his parents do?” or “Rano wants to buy a beautiful dress but she doesn’t have much money” Use this activity to get better results in teaching of “Modal verbs: should, can, must,……” + Games: Games are popular activities that teachers often use Those are any activities that are also considered games when we want students to and want to find out the winner Obviously, Games are very positive and are highly promoted Teachers can design the game to suit each specific class, each specific audience to entice more students to participate + Questionnaire: Teachers will prepare students for a poll Students read the information, mark, finishing the on-demand content and reporting 3.2 Demonstration: Adapting activities through while-speaking part - This research will be indicated in speaking lessons for while -speaking part This is an integral part to gain the target of the lesson ACTIVITY 1: INTERVIEW - SPEAKING OF UNIT Imagine you are a journalist, use the cues given to interview a classmate about his or her background or that of a person he /she knows well Change the roles when you have finished Vu Thi Thanh Nhan Bim Son upper secondary school 10 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school - T asks students to work in pairs to play - T gives students the following sheet and ask them to study carefully Both the teacher and students get this form and interview INTERVIEW FORM Order (Interviewer) Guide students to answer (Interviewee) 1.Greeting (use the starting a conversation in Unit Good morning./Hi 2) ……………… - Hello, I’m - Hi, nice to meet you! How you do? Date of birth - What’s your birthday/date of birth? My birthday/date of birth is…… - When were you born? I was born……… Date of place: - What’s your date of place? My date of place is …… - Where were you born? I was born in…… - Where you live? Home address - I live in… - Where you live? - I am from/I come from… /I hail from… - Where are you from? - Where you come from? - I have lived in…….for ….years Family - I come from a family of ………./ There are ……./I not have any siblings I would like to have a……./ I am the only child … - How many people are there in your family? - Can you tell me about your parents? (name/age/job) - How many brothers and sisters you have? - They are …… or my father is …… He is a(an) ……/he works as a(an) …/he earns his living as a(an)… Subjects: - I study many subjects such as:… - What subjects you study at school? - What subjects you like best? Why you like it? - Among subjects, I like … most/best because… School work/Experience - What experience you have at school? Vu Thi Thanh Nhan - I like English but I not like my English teacher, Bim Son upper secondary school 11 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school - How you work at school? homework,… + How long have you worked as a monitor/a leader of .? Thanking: - I think it’s time to stop Thanks a lot - Thank you for giving me time Not at welcome/… all/you’ve ACTIVITY 2: ROLE PLAY/SIMULATION - SPEAKING OF UNIT 11 One student will go to the front and act the role of Nga, the rest of class will ask her questions Suggested questions: - Did you have a good excursion to Huong Pagoda ? - Did you go by bus? - What did you there? - What happened? - Students play the role and act out in front of the class Model as an example: Nga’s friend: Last Saturday, I phoned you but you weren’t at home Your dad said that you were going on an excursion Where did you do? Nga.I went to Huong Pagoda with my class Nga’s friend: Really? Was that fun? Nga.: Not really? Nga’s friend: Why so? Nga.: Most of the things we did went wrong Nga’s friend: Tell me, how did you there? Nga.: If we had not gone by coach, we would not have got carsick ……… SPEAKING OF UNIT 16: One student will go to the board and take the role of the person who comes from the city which has the historical place Others students in class will ask him/ her questions Some suggested questions: Questions Answers Greeting greeting What are you proud of your city? Is it important to people in your city? Location: Where is it located/situated? Construction: When was it constructed/ built? In what year did the construction begin? How many floors are there? What is each floor used for?(the first floor/the second floor) What interesting things can we find there? Vu Thi Thanh Nhan Bim Son upper secondary school 12 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Visiting hours: What time can we visit it? What time is it open? What time is it closed? Admission fee: What is the fee for visiting? Rules : Are we allowed to take photos inside? Is photography allowed inside? Thanking thanking ACTIVITY 3: IMPROVING A DIALOGUE - SPEAKING OF UNIT In this period of speaking, it’s very difficult to use variety of activities Students are provided some topics for practice (the weekend, the weather, the holiday, The football match, last night’s T.V program, plans for next weekend…) - Model: A: Hi How are you? B I’m fine Thank you Did you watch football match last night? A: No, I did not I had to finish my homework Is there anything interesting? B: yes Ronaldo played very well and scored a goal A: Oh, it’s a pity! B: You can be able to watch the repeated broadcast at 7.00 a.m A: That’s a good idea I got to go now See you later B: Bye Give sts some expressions such as: nice to meet you, catch you later, see you again/ soon, how is everything at school… to help sts to use in speaking ACTIVITY 4: REPORT – PRESENTATION- SPEAKING OF UNIT After students all the tasks above, asks them to talk / report about the information technology Example: Information is very useful to our lives nowadays Information technology consists of radio, TV, fax machines, air conditioners …We all know that we can listen to music and learn foreign language on radio Fax machines help us to send and receive letters and pictures very quickly Air conditioners keep the air cool when it is hot … Information technology is now developing very fast Thanks to it, our lives are better It allows us to store very large amounts of information, transmit information quickly and process information as soon as we receive it With the development of information technology we can now send messages from one computer to another; we can hold long distance meetings in which the participants can see each other on a screen……… Notes: This speaking period is difficult so only good students can learn For normal students, they have to prepare the lesson carefully at home and the teacher instructs the task carefully and clearly Vu Thi Thanh Nhan Bim Son upper secondary school 13 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school SPEAKING OF UNIT 14 Task 3: Look at the table cutting and talking about The World Cup winners Time Year Host Country Winner Score Runner-up 17 2002 South Korea & Japan Brazil 2-0 Germany 18 2006 Germany Italy* 1-1 France (5-3) 19 2010 South Africa Spanish 1-0 Holland 20 2014 Brazil Germany 1-0 Argentina Italy won the game 5-3 in a penalty shoot-out - Remind sts the way to pronounce the scores 0-0: nil-nil; 2-0: two-nil; 1-1: one all; 2–1: two to one; 2–2: two all; 2–3: two to three …… Step 1: Students complete the chart (1) Korea and (2) Final (3) defeated BRAZIL (4) was defeated (5) (6) Runner-up Expected answer: 2002 Japan match Germany champion Step 2: Talking about The World Cup winners The 17th World Cup was held in Example: The 17th World Cup was held in 2002 in Korea and Japan.The final match was between Brazil and Germany Brazil defeated Germay by 2-0 Brazil was the champion and Germany was the runner up - Students the rest ACTIVITY 5: MAPPED DIALOGUE- SPEAKING OF UNIT The students are given a chart which tells them which functions they must use when they are interacting - Teacher shows a poster and ask sts to work in groups of Vu Thi Thanh Nhan Bim Son upper secondary school 14 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school What should we have to widen the roads to improve the life in the village? Cars and lorries can get to the village farming products to the city not cart heavy loads of Model: A: What should we to improve the life in the village? B: I think we should widen the roads C: That’s good ideas If the roads are widened/we widen the roads, cars and lorries can get to the village D: Yes And if cars and lorries can get to the village, we won’t have to cart heavy loads of farming products to the city - T delivers the cards with the following information and asks sts to make the dialogues in groups of Card 1: Build a bridge over the canal -> The villagers have a shorter way to town -> They can take their farming products to the town and get more money Card 2: Build a medical centre -> People’s health is looked after -> grow more cash crops Card 3: Build a new school -> The children can have better conditions to study -> Study better -> Go to higher education -> Help the village grow cash crops -> get more money Card 4: Build a football ground -> The young and the old can play sports or exercises -> they become healthier to work - Have sts discuss in groups (Notes: Students use the information in the table above to replace the bold parts and the teacher reminds the students to use the Conditional Sentence Type and the words related to giving opinions and responding.) ACTIVITY 6: DISCUSSION - SPEAKING OF UNIT 10 - In this activity, students work in groups and discuss the advantages and disadvantages of the zoos of the new kind - Teacher gives some advantages and disadvantages of the zoos of the new kind: Advantages Animals’ natural instincts can develop Disadvantages Cost a lot of money on reconstructing the animals’ natural environment Animals feel free and healthy Dangerous to the zoo keepers/ the The animals can be protected from keepers can be injured or killed by the dangerous diseases in the nature and animals have better food Vu Thi Thanh Nhan Bim Son upper secondary school 15 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Enjoy fresh environment Some animal can’t environment and will die adapt new People can visit and observe animals Animals will be frightened by visitors - Students can give more ideas and take turns to talk Example: - If the animals live in the zoos of the new kind, they are well taken care of and can be protected from dangerous diseases in the nature and have better food - Animals in the zoos of the new kind may endanger the keepers………… ACTIVITY 7: RANKING - SPEAKING OF UNIT (Task 1) - Ask Ss to work in pairs to put the actions in the order of importance and then say what we should or should not + In your opinion, which action should you to protect oceans at first? + Which action should not you - Answers: f-e-c-d-g-a-b-h - Guide sts how to I think the action “….(f)” is the most important because if we learn all about the oceans we can, we’ll understand their values and try to protect them The next is…… The third is…., The last is…… We should / shouldn’t …………… ACTIVITY 8: PROBLEM –- SOLVING - SPEAKING OF UNIT - T asks sts to work in groups of and discuss the consequences that might occur and offer solutions - T might give the handouts to help them in discussing Threats Consequences Solutions 1.beaches filled with plastic bags Polluted water Place plastic bags in proper dustbins 2.whales and hunted for food Extinct/ disappear Don’t let people sell whale products 3.Explosives used to catch fish Polluted water Be banned 4.Oil spilled from tankers Polluted water Punish captain Model: A: What you think of beaches are filled with plastic bags, pieces of glass and cigarette butts B: Well I think that this makes the sea polluted and endangers sea plants and animals C: And we should clean beaches and tell people not to litter them D: In my opinion, we also should set up posters at holiday resorts, especially on the beaches, and have the campaign of "keep our environment clean and beautiful" in Vu Thi Thanh Nhan Bim Son upper secondary school 16 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school schools, that is we should educate children and people about a clean and healthy environment - Students practice the rest in groups ACTIVITY 9: GAMES - SPEAKING OF UNIT 11: Game: Lucky number For this speaking period, I myself think that it is difficult for the teacher rd and students because students’ grammatical knowledge about the conditional sentences is not very good Here are some suggested activities for this one The teacher will give students some numbers in which there may be a present, may be a request, may be an exercise to do, may be a suggestion …… Example: You are lucky Your present is a pen Complete the sentences: a If they hadn’t gone by coach, ………………… b If ………………………, they wouldn’t have got lost Smile and laugh You are lucky if you are a girl Complete the sentence If / bring / food / drinks / not / spend / money / expensive restaurant Sing a song ACTIVITY 10: QUESTIONNAIRE - SPEAKING OF UNIT The teacher prepares a form for students to compete QUESTIONNAIRE Name : …………………Sex : ………… Class : Age : ………… How are the mass media important to our life ? a very important b not very c not at all The mass media are widely used for ……… a entertaining b getting knowledge c Other purposes What kinds of media you like best? a Television b Newspaper c the Internet How often you use the Internet ? a once a week b twice a week c more than twice The teacher collects the form and reports / students report Example: Nam is a boy of 16 years old from class 10A He thinks that the mass media is very important to our lives and he also thinks that the mass media are widely used for entertaining and getting knowledge He often watches television more than two hours a day He also uses the Internet service quite often He often Vu Thi Thanh Nhan Bim Son upper secondary school 17 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school read sports newspapers because …………… Applicability: I have applied this research during many years to teach my students and make them more interested After each lesson, I learn from experience and adding complementary activities, students’ communication ability is significantly increased With these activities, we can apply to all pupils Depending on the content of the lesson whether it is simple or complex, we ask them to work in groups, pairs or individuals Depending on the students’ observation, we have different implications and requirements + For gifted students, we can guide them to self-practice documents, and of course the higher requirements, ask them to talk about the content fluently, full of attention, correct grammar and logic + With the usual students fairly, we suggest some of the main ideas, ask students to perform, say the full attention and gradually improve + As for weak students suggested a closer, or for its own requirements, its own vocabulary, they perform some basic operations and then practice, then presented in a tutorial, hints of teachers Achievements: 5.1 Results Over time application of new solutions, the quality of the class subject is increasingly high, as evident from the results of student learning English 10, in the school good students’ test results (several consecutive years) and graduation results in recent years After applying in some classes at some lessons during three years, Teacher tests students at the speaking periods and get the following results: Research Findings Students’ Before Research The students have limited speaking skill vocabulary and they so many mistakes in using grammar They also pronounce the words incorrectly and speak with a lot of pauses Vu Thi Thanh Nhan After Research The students have large number of vocabularies The students speak confidently They are able to speak in the correct grammar and pronunciation They also speak with less of pauses Bim Son upper secondary school 18 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school The achievement of students test score The Classroom Atmosphere The achievement of speaking test is low The achievement of speaking test is improved From accuracy test: From accuracy test: +The students who get score in pre-test: 15 students + The students who get score in final post- test: students +The students who get score in pre-test: students + The students who get score in final post- test: 15 students +The students who get score in pre-test: students + There are 16 students who get score in final post-test +There is no student who get score in pre-test + There are 10 students who get score in final post-test - The students feel bored with the teaching and learning process - The students are interested in joining speaking class when the teacher applied dialogue activities technique - The students are passive during teaching and learning process - The students are more active and want to be participated actively in The students feel every speaking activity unconfident and shy to speak - The students are more confident English to speak up in front of their friend and not feel ashamed to speak up anymore The improvement of students’ activity - Students always a monotonous activity in each meeting, for example doing exercise provided, practicing speaking by using note - Students various in each meeting For example speaking by asking and answering questions orally through role-play, group discussion, and interview Simultaneously, with the design of English Speaking activities given the details of the textbook English 10, teachers can design similar activities to teach skills such as: Reading, Writing to improve communication skills Moreover, these activities are relatively easy to apply and inexpensive economy, students can manipulate on A4 paper or in notebooks 5.2 Meaning of themes for teaching and learning Speaking This topic gives our teachers more visibility into teaching English in a more effective way Teachers can choose to adapt them to suit their abilities Therefore, students will feel more excited and the quality of lessons will be improved In addition, the students no longer hesitate as much as before, many of them are able to communicate with each other without being shy and especially the low students are also more interested in speaking English because they have getting more and more familiar with the new method Vu Thi Thanh Nhan Bim Son upper secondary school 19 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school PART C Conclusion Recommendations After analyzing all activities carried out while teaching oral language in the class and the results of pupils’ progress, various recommendations should be given as follow: * For the teachers: - Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge - Try to involve each student in every speaking activity; for this aim, practice different ways of student participation - Reduce teacher speaking time in class while increasing student speaking time Step back and observe students - Indicate positive signs when commenting on a student's response - Ask eliciting questions such as "What you mean? How did you reach that conclusion?" in order to prompt students to speak more - Provide written feedback like "Your presentation was really great It was a good job I really appreciated your efforts in preparing the materials and efficient use of your voice…" - Do not correct students' pronunciation mistakes very often while they are speaking Correction should not distract student from his or her speech - Involve speaking activities not only in class but also out of class; contact parents and other people who can help - Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs - Provide the vocabulary beforehand that students need in speaking activities - Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language * For the school: - Create conditions for teachers to participate in study and improve their skills, Create conditions for students to participate in extracurricular activities, competitions organized by teachers And at last the schools should organize English-speaking competitions on the subject of study, at least once a year in order to stimulate students' learning English more * For the Department of Education and Training: - Have a plan for professional training for teachers more often with a view to helping teachers gain level (C1) - Provide more reference material, visual aids for the subject Vu Thi Thanh Nhan Bim Son upper secondary school 20 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school - Organize seminars and workshops to help teachers learn from each other and improve their teaching quality Conclusion: Teaching speaking is a very important part of second language learning The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life Therefore, it is essential that language teachers pay great attention to teaching speaking Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired With this aim, various while - speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them In summary, the design of adapting activities in addition to the form of teaching assignments in textbooks, reference books are essential in order to develop students' thinking, promote positive, proactive, and be confident in communication and meet the requirements of the examination in the following years I hope that this study would be of some value to both teachers and students in their language teaching and learning process Especially, I am looking forward to my colleagues reading and contributing comments so that this subject can become an innovation in teaching and learning speaking skill Sincerely thank you! CONFIRMATION OF HEAD master Bim Son , May 20 th, 2018 Statement of authorship I hereby acknowledge that this study is mine, The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Vu Thi Thanh Nhan TABLE OF CONTENTS PART A: INTRODUCTION I The reasons for choosing the research II The objectives of the study III Scope of the study IV Measures carried out PART B: CONTENT I Theoretical basis: Vu Thi Thanh Nhan Bim Son upper secondary school 21 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Material Adaptation 1.2 Definition of Adapting 1.2 Reasons for adapting textbook 1.3 Types of textbook adaptation An overview on the teaching of speaking 2.1 Principles for Teaching Speaking 2.2 Give students practice with both fluency and accuracy 2.3 Use group work or pair work Challenges in the English Speaking Classroom and the solutions 3.1 Students not want to talk or say anything 3.2 Students keep using their own language 3.3 It is difficult to handle students in large classroom 3.4 Students are not discipline in classroom 3.5 The materials not fulfill the need of students Students have low motivation to learn English How to encourage students to speak 4.1 Encourage students interact 4.2 Make speaking activities communicative 4.3 Plan speaking activities carefully 4.4 Speak, speak and speak II Practical basic Rationale Current status of teaching and learning English at Bim Son upper secondary school Description of the solution of the subject 3.1 Notes the new features for adapting 3.2 Demonstration: Adapting activities through while-speaking part Applicability: Achievements: 5.1 Results: 5.2 Meaning of themes for teaching and learning Speaking PART C Conclusion Recommendations Conclusion Vu Thi Thanh Nhan Bim Son upper secondary school 22 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school REFERENCE "The fundamental problem of communication methods" (The article by Mr Tran Van) The textbook English10 Some materials through the observation exchanging experiences with colleagues Practical handbook of language teaching (David Cross) A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press Giáo trình giáo học pháp (Tở ngoại ngữ – Trường đại học Ngoại ngữ Huế) Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung) Vu Thi Thanh Nhan Bim Son upper secondary school 23 Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Thiết kế giảng Tiếng anh 10 (Chu Quang Bình) – Nhà xuất Hà Nội Kayi, Hayriye 2006 Teaching Speaking: Activities to Promote Speaking in a Second Language University of Nevada The Internet TESL Journal, Vol XII, No.11, November 2006 (http://iteslj.org/ being accessed on May 20th, 2009) Print 10 TEACHING SPEAKING OF ENGLISH AS A FOREIGN LANGUAGE: PROBLEMS AND SOLUTIONS Emma Rosana Febriyanti Dosen Pendidikan Bahasa Inggris, FKIP Universitas Lambung Mangkurat Jl Brigjend H Hasan Basry Kotak Pos 87 11 IMPROVING STUDENTS’ SPEAKING SKILL THROUG DIALOGUE (An Action Research Conducted at the Tenth Year Students of SMA N Teras, Boyolali of the Academic Year 2010/2011) –Website: https://digilib.uns.ac.id/ 12 Carrier, M 1990 Games & Activities for the Language Learners Cambridge: Cambridge University Press 13 Madsen, K.1978 Adaptation in Language Learning Carlifornia: Mayfield Publishing Company 14 ACTIVITIES TO PROMOTE SPEAKING IN A SECOND LANGUAGE Fazildinova Sevara Nematovna assistant Jizakh Polytechnical Institute, Jizakh (Uzbekistan) http://www.apriori-journal.ru/seria1/1-2016/Fazildinova.pdf 15 https://www.teachingenglish.org.uk Vu Thi Thanh Nhan Bim Son upper secondary school 24 ... purpose for speaking. ” Therefore, teacher Vu Thi Thanh Nhan Bim Son upper secondary school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English. .. Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school Current status of teaching and learning English. .. school Applying some techniques to teach speaking skill through adapting activities for while -speaking part in English 10 at Bim Son upper secondary school selected textbook to fit their teaching