EFFECTIVE SKILLS FOR SPEAKING LESSON

THANH HOA EDUCATION AND TRAINING DEPARTMENT NHU XUAN HIGH SCHOOL EXPERIENCE INITIATIVE EFFECTIVE SKILLS FOR SPEAKING LESSON Author : Đinh văn Hiểu Position : Teacher Unit : Nhu xuan high school Subjec : Englíh THANH HĨA 2018 CATEGORY Page INTRODUCTION …………………………………………………….1 Reasoning theme………………………………………………… 1.1 Theoretical base…………………………………………………… 1.2 Real base…………………………………………………………… 2 Objectives of research……………………………………………… Limitation of theme…………………………………………………2 Hypothesis of study………………………………………………… Implementation plan………………………………………………….3 Content Status and contradiction………………………………………………3 Measures to solve problems ……………………………………… 2.1 Prepare and arrange the topic……………………………………….4 2.2 Form and organization of speech………………………………… 2.3Prepare a source of knowledge so that students can speak and reflect in situation………………………………………………………………7 2.4 How to stimulate students to practice speaking skills from the beginning of class to the end of class? ……………………………… 2.5 Specific steps for speaking………………………………………….7 Types of exercises used for developing speaking skills ……………8 3.1 Yes-no question 3.2 Ask and answer 3.3 Dialogue 3.4 Substitution drills 3.5 Chain Drills 3.6 Picture stories 3.7 Groupings 3.8 Characters ……………………………………………………….11 3.9 Mapped dialogue 3.10 Discussion (Discussion for students with relatively high knowledge) Application effeciency…………………………………………16 CONCLUSION Meaning of theme for work Lesson learned - Development Recomendation REFERENCES ……………………………………………………20 INTRODUCTION REASONING THEME 1.1 THEORETICAL BASE As we all know, teaching and learning English in the school has changed dramatically in terms of content and teaching methods to meet the goals and requirements of the reform agenda The most fundamental point about the new approach is how to promote student activeness and initiative, and to create optimal conditions for students to develop, develop and improve their language skills communicating rather than providing purely linguistic knowledge With this in mind, tricks and classroom activities have also been changed and diversified This is why teachers need to grasp the fundamentals of the new approach, explore teaching strategies and activities from a communicative point of view so that they can be applied in a flexible, appropriate and accessible way effective In fact, the majority of students - students often face many obstacles, learning difficulties when talking with foreigners Because communication is a good condition to stimulate learners to use foreign languages effectively However, this speaking skill is sometimes forgotten because we only evaluate language through knowledge, not knowledge, measured by the ability to use the language So we have to pay a lot of attention to this skill to equip students with the ability to communicate confidently To this, the instructor needs to organize an attractive learning environment to engage more students This is so new students confident enough, more confident to communicate in a foreign language later Knowing that speaking skills are relatively difficult to teach students in rural areas, teachers need to find the best, most appropriate ways for students to feel more excited about learning For the same reason, in teaching speaking skills, I also have a lot of thinking, application and experience to develop and improve this skill for students Find the best way to teach your speaking skills and help students understand the importance of the subject, and be more interested in the subject I have chosen to write the experience initiative "EFFECTIVE SKILLS FOR SPEAKING LESSONS " 1.2 REAL BASE In recent years, the Ministry of Education and Training has had a policy to renovate the content of the textbook for all levels Along with the innovation of the textbook content program is the change in a series of forms and teaching methods To achieve the goals set for each level of education, each teacher strives to improve his / her learning experience, to constantly learn and improve in the teaching process In the process of teaching I have learned some lessons for myself I would like to share with your colleagues to consult and have ideas to help me improve in teaching OBJECTIVE OF RESEARCH The characteristic of teaching English is how each class can learn to use the skills of listening, speaking, reading and writing How to make the children easy to learn, easy to understand, easy to remember the knowledge that teachers, she has conveyed and used in practice, stimulating the interest in learning Have a habit of exploring, discovering and creating new ones Practice in class skills, at home, as well as dealing with the casual situations encountered by students However, there are many dilemmas that lead to discouragement in learning and communication It is the responsibility of each teacher to help students overcome challenges, confidence, courage and openness in communication LIMITATIONS OF THE THEME - This subject is applicable to all students in high school - Used only for teaching speaking skills in English - No need to classify students HYPOTHESIS OF STUDY Speaking skills are one of the key skills in learning any foreign language If the learner is proficient, fluently this skill will make them very excited and confident in learning in the immediate and the future Help them overcome psychological inhibitions when communicating with friends, teachers, strangers or foreigners, and more especially confident in public speaking whether it is speaking a foreign language or a language mother tongue So how students become proficient in that skill? Is it a gift for each student? Or are students practicing that skill every day to get? These are questions that have long been asked by linguists and professionals to find effective ways to help learners and teachers to accumulate experience through lessons and practical lessons From these realities, professionals, elite teachers, and early teachers have accumulated a wealth of experience in teaching foreign languages and have handed down and rewritten them for followers So far, we have learned a lot of techniques that teach one lesson, but those techniques have not kept pace with the changing characteristics of the subject, the psychology and the aspirations of the students IMPLEMENTATION PLAN Every plan we put out has to have goals and plans as clear and detailed as we can succeed So that: - We must prepare and arrange the topic in accordance with the capacity and level of the student - Teams must be organized in teams - Knowledge sources must be prepared so that students can practice speaking and reflecting in situations - How to stimulate students to practice speaking skills from the beginning of class until the end of the lesson CONTENT STATUS AND CONTRADICTION In rural areas, students only have access to a foreign language from grade 6, so they are still a little surprised when they approach the subject So they not see the importance of foreign languages should learn to speak through the speakers Moreover, because of their lack of basic knowledge, they can not keep up with their lessons so they learn lazy and shy As a result, when the children go to high school, most students learn very weak language with listening and speaking skills, so teachers are very hard at teaching these skills to children MEASURES TO SOLVE PROBLEMS 2.1 Prepare and arrange the speaking topic Do not cling to textbook-like activities because they will make students rigid and dry, not fully explore their ability to explore and be creative in their communication born By the easy situation they not say, then say the difficult situation Therefore, we should guide the students to follow the topics in the textbook, then it themselves or in the same group to carry out the topics on the dialogue, self-comment in accordance with their ability, then Repeat at class (maybe each child, each group doing many different things) By doing this, I realized that they were thinking, exploring and saying everything they need to say They are also excited about the subject, wanting to have a new subject sooner and more talkative because they have the opportunity to express themselves and to express themselves This not only creates conditions for good students to express themselves but also helps all students in the classroom, especially weak, timid, less English-speaking students Because they are better advised by students, prepared at home and practicing well, they are not surprised and confident in speaking and communicating in public I have no conditions to express 2.2 Form and organization of speaking This is also the key skill that determines success or failure in communication If the class is not active, few students practice speaking skills, it is unsuccessful If the class is vibrant, not inhibited and many students practice speaking skills then the class is considered successful Therefore, I think we should organize the "Open Classroom" - which can take students out of their familiar position to find the right person or stay in place for speaking in pairs or group is very good (should not sit) At the same time, the students will be more comfortable to perform their speaking activities as well as to "dance hands, dizziness" to express the meaning of each sentence to the listener In the meantime, if you are afraid of the noise of the class, you will be very passive and psychologically inhibited in order to sit in your familiar place Students can not promote the "vocabulary" they have, by gestures, eyes, and actions, as well as "words" in each language that make the listener understandable Moreover, if they are only told to sit next to them, they will be very boring and not know all the characteristics of each classmate If so then the class would be very noisy to manage and control? This is a question many teachers are concerned about especially young teachers But I also boldly say that learning to speak is not afraid of noise in the classroom because there is "noisy in the control" will make the class become more exciting After we finish the work we ask the students to return to their place or sit down, they follow the "inertia" becomes order Then we can evaluate the comments and suggestions for the speaking activities that we have set During the speech process we should recommend the student as follows: - speak slowly (always speak slowly) Because most students think that the faster they speak English, the more likely they are to be native speakers, because most English learners find it difficult to grasp the information they hear when they speak However, the "say as fast as possible" view is completely wrong Encourage them to try to speak slowly and accurately If students slow down, your tone and tone will become more gentle, whereas your vocal tone will be heavier and more difficult to understand, which is understandable because you will not have enough time time to form the correct phoneme and intonation Take control of the speaking speed as well as the basic speaking principle to achieve what you want - Speak loudly enough This is an important factor in communication Whether you talk to a person, 10 people or a hundred people, you need to talk loud enough to all of them Are you able to listen to you easily? If you talk too small, what will happen? Practicing speaking with a suitable volume will give you more confidence and can adjust your volume to suit different spaces and circumstances Do best every day for about 15 to 20 minutes practicing English pronunciation by reading aloud words, sentences, paragraphs in English If you practice everyday for months, your muscles will develop well for speaking a new language You can record your voice and hear the words you pronounce wrong People often hate to hear their own voice and tend to avoid hearing their voices However, this is a pretty important practice because in this way you can recognize the mistakes that you often make - Pronounce all the sounds in words As mentioned above, speaking English at a slower pace will give you time to focus on the sounds that are in the word Maybe now you can omit the final or mid tone of the word, or the syllables are not stressed in words This does not affect the speaker but makes it difficult for the listener Therefore, it is recommended that students focus on each syllable in the word and not miss any sounds, especially the last syllables of the word such as "s", "ed", "t", "p", etc.By the way, no one will notice you using a simple or complex structure to evaluate your abilities and even no one recognizes the level of the structures you are using Be sure to use simple structure and sentence patterns to facilitate communication - Thoughts in English, should not be translated from Vietnamese One of the most serious mistakes is that we tend to "translate" (from mother tongue into English) before speaking This will immediately create a language barrier For example, when we want to give up an appointment, we'll think in mind: "I want to cancel that appointment." Then we translate that into English We will have problems because we may not remember or know the words "cancel" and "appointment" to form the sentence "I would like It should use simple grammatical structures (Using simple structures) cancel the appointment If we think in English, we will not encounter this problem and there are many ways of expressing this situation in English, for example: "I'm sorry I'm not free tomorrow "or" I'm afraid I can not come tomorrow ", etc - Do not be selfish about your English skills For example: When you are asked "How is your English?", You should not answer: "Oh, my English is very poor, I should not answer to practice", you should reply: "I love to speak English" or "My English is improving" Answers like this will give you a sense of confidence When you are confident, you will no longer be afraid to speak English 2.3 Prepare a source of knowledge so students can speak and reflect in the situations There are many sources of knowledge that students can collect but the problem is how they work and accumulate? If we not guide them, they may say no purpose So, first of all we should give the conversation, the conversation, the simple situation, short for students to easily manipulate and excite in speaking Then, based on the sentence patterns, the dialogue to impose on the topic in the textbook to help students surprise So we have to know how to process the knowledge to suit the taste of students We must collect the images and materials related to the topic or new words in the lesson: These pictures we can zoom into a large or shrink many different shapes to insert a Small paper for students to practice In this way we not have to spend a lot of time explaining new words, but it is exciting for students When students look at the pictures, students will not be interested in new words Always think of ways to express the picture properly Since then, psychology students will not be heavy on vocabulary, so it will stimulate the skills of speaking 2.4 How to stimulate students to practice speaking skills from the beginning of class to the end of class? If you not prepare well for the lessons, the lessons are often very sporadic and tiring for the learner as well as the instructor Teachers should be prepared logically from the beginning to the end of the session and should not be left with too much "downtime" This will distract the students, feel depressed and not be excited about speaking 2.5 Specific steps for speaking Before speaking We can use activities such as: - Matching - Pre-teach vocabulary - Open prediction: - Ordering: (Arrange orderly sentences, or pictures ) - Answer the guiding questions (pre-question) - Games While speaking (while speaking) We can use: - Giving opinions - Discussing - Ask and answer (pairwork) - Matching After Speaking: We can use: - Interviewing - Recall / retell the story or dialogue - Role play / taking a survey - Discuss the main idea - Summering the main points - Card Types of exercises used for developing speaking skills 3.1 Yes-no question + Teachers give the title to practice + The teacher provides some hints, background knowledge, teacher model and then free speech 3.2 Ask and answer + If practicing in groups, the team leader asks a few questions, the other members of the group are asked to answer + Teachers can organize as a contest: Answers are scored based on language accuracy, as well as information 3.3 Dialogue Dialogue build: There are basic words or pictures that show -> students build dialogue and practice speaking + Disapearing dialogue: Students practice conversation by text teacher has removed a word, speech (each word is a word) Example: S1: What like? S2: I very much -> Once the student has finished speaking, the teacher removes all the lines of the note, the only remaining lines on the board -> students complete the dialogue As the example above, S1: _ _ _ _? S2: _ _ _ _ 3.4 Substitution drills Replace speech or grammar problems, vocabulary learned with new vocabulary, grammar problems, vocabulary + The teacher asks students to remind each other in new words, so that other students practice in a chain style + Teachers can use the word table: Write the words on the cardboard and then quickly take the students to observe Ask the students to substitute the word in the necessary place in the sample sentence to form a new sentence 3.5 Chain drills + Teachers should focus on the topic + The teacher begins by asking a question for the student The student answering the question of the teacher completes the task of asking another question for the next student This student is responsible for answering and asking a third question for you, so the practice of this chain is continued + Questions by topic but may not need to develop into a straightforward dialogue 3.6 Picture stories + Teachers collect sets of pictures and images that are suitable for the program they have studied + Teachers to model, to buy the role in the picture, use the hint to make words for the character Students observe and then play the role of the characters in the picture + Teachers can suggest questions such as: "What is happening in picture A?" "What you see in picture B?" 10 + Teachers may ask students to re-arrange the painting in the correct order details of the story - Then students look at the pictures recount the main content + Teachers may ask the students to put together pictures with words: Take notes on cardboard, stacked pictures and jumbled notes -> Ask the students to look at the picture and put it in order Of the episode taught in the paintings is also the order of the narrative on the cover 3.7 Groupings + Teachers divide classes into groups Give each team leader a list of the words, the subject words Another task of the team is to add words and phrases for each topic + Team leader controls the team members to find as many words and phrases as many points as possible (each word must be accompanied by a correct definition) Example: Rooms in the house Living room: The place where we welcome our guests Bedroom: Dining room: Kitchen : Bathroom : 3.8 Charactors Role playing aims to reinforce students' understanding of the function of certain structures in more natural situations + Divide each group into one scene according to the teacher's topic: For example: -Get information for a vacation package - Want to change a new clothes bought the day before 3.9 Mapped dialogue + Teachers introduce the context and requirements of the activity 11 + Teachers write some hints or draw pictures on the board + The teacher presents the conversation based on the suggested words or drawings + Practice conversation as a whole class + Students practice in pairs 3.10 Discussion (Discussion for students with relatively high knowledge) + The teacher raised the issue to discuss (Example: football, about a celebrity ) + Groups discuss, discuss and exchange their views in minutes A representative of the group then reported back to the group Finally, let students of the whole class discuss the problem Example 1: Unit 13- textbook 10- FILM AND CINEMA Part B: SPEAKING WARMER: * Match the picture with a type of film Science fiction film ………………………………………… Comedy ………………………………………… Cartoon ………………………………………… Love story film ………………………………………… Detective film ………………………………………… BEFORE SPEAKING Rely on the pictures and practice like below A: What kind of film you like best? B: I Like……very much A:Why you like it? B: Because it A What kind of film don’t you like very much? B I don’t like…………very much 12 WHILE SPEAKING Work in groups and practice about each kind of film Look at the information below FILMS Detective ADJECTIVES Interesting Science fiction Moving Love story Fascinating Cartoon Boring Comedy Exciting Action Violent A What you think of horror films? B I find them really terrifying C I don’t agree with you I find them very interesting * Suggestions A: What you think of ? B: Oh, I find them C: I don’t agree with you I find them D: I agree with you I find them AFTER SPEAKING Work in pairs to talk about the film you have seen, Using the suggestions below A What is your favourite film? My favourite film is … A What kind of film is it? It is Detective/ action/ cartoon/ love story… A How much you like it? Very much/ not very much A Who is/ are the main character(s)? 13 He/ She is… A When did you see it? I saw it A How you feel about it? I find it interesting/ moving/ violent… A Why you prefer it to other films? Because… Example 2: textbook 12UNIT 14 : INTERNATIONAL ORGANIZATIONS Part B : SPEAKING WARMER Look at the pictures then guess which international organizations they are What you know about these organizations? Their main office, aims, activities….? -> Lead in the new lesson BEFORE SPEAKING Vocabulary: - stand for [stænd fər] (v): - advocate ['ædvəkeit] (v) - establish [is'tæbli∫] (v) - attainment [ə'teinmənt] (n): - objective [əb'djektiv] (n) Read the passage about WHO and answer the questions What does WHO stand for? - WHO stands for World Health Organization When was WHO established? - WHO was What is its major objective? 14 - Its major objective is What are its main activities? - Its main activities are WHILE SPEAKING Work in pairs- ask and answer about WWF organization like below: What does _stand for? - stands for Where is its headquarters? - It is in _ When was _founded? - It was founded What is its aim? - Its aim is _ What are its main activities? - Its main activities are _ _ Going on practicing the conversation like modal above about UNICEF and WWF organization: UNICEF WWF - Founded: 1948 - Founded: 1961 - Headquarters: New York - Headquarters: New York - Aims: to advocate for the - Aims: to protect endangered wild protection of children’s rights, to help animals and their habitat meet their basic needs and help them reach their full potential - Activities: + provide supports and funds for - Activities: + carry out reseach on endangered 15 the most disadvantaged children – species victims of war, disasters and extreme poverty + collect data on rare and endangered animals and plants + carry out education development programmes for children AFTER SPEAKING Which international organization would you like to work for: UN, WWF, WHO, RED CROSS or UNICEF? Why? Reasons: - have high salary - use English at work - volunteer work - live and work in New York - protect endangered species - travel all over the world - meet different people - help to protect children’s right Suggested: I would like to work for………… because I will/ can/ want to ………and …… There are a lot of tricks to use, but choosing whichever trick is right for the topic is important to attract the attention of the students and not cause frustration or trouble for the student then that succeeds We must also know that, when designing a speech, it must be easy to design and there must be cohesion between the parts So we have to combine the tips from the "warmer before speaking while speaking after speaking in a link for students to perform continuously in a class for students interested in doing from start to finish APPLICATION EFFICIENCY 16 - In the course of teaching each lesson, each content I different ways to organize different lessons to not boring and in accordance with the ability of students classroom class The results of the students learning faster, more effective They are more comfortable discussing and practicing because I follow the process from easy to hard That is why they are interested in learning for students and they are more and more interested in the subject - Students can speak simple sentences, practice simple conversations that society requires - As a facilitator, the teacher is more hard-working, student-centered, and the teacher provides help when needed CONCLUSION MEANING OF PROBLEMS FOR WORK This topic gives our teachers more visibility into teaching English in a more effective way Teachers can choose to adapt to suit their ability Students are more excited and the quality of lessons is improved LESSONS LEARNED - DEVELOPMENT - Since it is a difficult lesson, before writing a speaking lesson, teachers need to study carefully and determine the target Normally, each lesson consists of three parts, each with different tricks Depending on the content of each lesson, depending on the student object, teachers can combine the parts to suit and flexible to change the procedure to give students the interest, novelty - Student activities such as individuals, pairs, groups need to be explained in detail, clearly and accurately Teachers should use pictures, study cards, real objects and easy-to-understand communication situations to help practice confidently - To be successful requires the efforts of teachers and students in the condition of equipment teaching is lacking Besides, depending on the level, the art of pedagogy and the enthusiasm of the teacher will overcome difficulties 17 - We have to love the subject and study a lot of material related to skills Through teaching we must learn to accumulate experience for ourselves - Through researching the topic to help self-improvement, self-study and find the optimal materials in teaching - Regularly organize fun jokes to learn, the 11th English Bell Ringing Competition, the English speaking club for students who have the opportunity to develop their English speaking skills RECOMMENDATIONS * For the school - Assign classroom teachers and teach all classes in years for teachers to accumulate experience and teaching direction appropriate to the level of students - Create conditions for teachers to participate in learning and improve their skills, participate fully in the training organized by the Department - Create conditions for students to participate in extracurricular activities, competitions held by the department - The school should organize English speaking contests on the subject of study, at least once a year This activity will stimulate students' learning English * For the Department of Education and Training: - Have a plan for professional training, professional training for teachers more often - Provide more reference material, visual aids for the subject - Organize seminars and workshops to help teachers learn from each other and improve the quality of teaching 18 English Speaking Contests should be organized and the English Olympic Contest should be held so that students have the opportunity to use their vocabulary against the schools in the area SUMMARY With my own experience and the input of my colleagues, I boldly give these tips in the hope that we will all find the most effective way to organize and run the learn effectively Especially speaking skills However, the above methods should be combined with other skills so that the teaching of the teacher and the learning of students achieve higher results Although we have tried so hard, the possibilities and the preparation are limited, certainly inevitable shortcomings We look forward to the contributions of our colleagues to the project to be more complete, successful classrooms and successful results Confirmation of the headmaster Thanh hoa, 4/2018 it is the truth that it is my idea, not copy from the other persons Author ĐINH VĂN HIỂU REFERENCES 19 Adrian Doff, Teach English - Cambridge University Press in asociation with The British Council Dwaft Version - English Language Teacher Training Project Celce-Murcia M 2001 Teaching English as a Second or Foreign Language (3rd ed) USA: Heinle & Heinle Chaney, A.L., and T.L Burk 1998 Oral Communication in Grades K-8 Boston: Allyn & Bacon 20 21 ... practice speaking skills from the beginning of class to the end of class? ……………………………… 2.5 Specific steps for speaking ……………………………………….7 Types of exercises used for developing speaking skills ……………8... high school - Used only for teaching speaking skills in English - No need to classify students HYPOTHESIS OF STUDY Speaking skills are one of the key skills in learning any foreign language If the... stimulate the skills of speaking 2.4 How to stimulate students to practice speaking skills from the beginning of class to the end of class? If you not prepare well for the lessons, the lessons are