SOME EFFICIENCY METHODS TO TEACH SPEAKING ENGLISHI. THE NECESSITY AND PURPOSE OF THE IMPLEMENTATION OF INNOVATION Today, in the direction of the development of a civilized and modern society, English is considered the second language which is popular after the native language and it is used to communicate in many different fields. Speaking skills are one of the communication skills between speakers and listeners, so the problem of listening, understanding and communicating in English is a problem for young people, mainly students in secondary school. Here I would like to present some communication methods through English speaking skills for these people. Because it not only helps children develop in listening, speaking, reading and writing skills, it also facilitates the active active learners in the learning process. With this policy, the teachers and students of Quynh Hoa secondaryschool tried to change the method, in order to improve the quality of English communication skills in schools. However, since the new program has been implemented, there have been changes but not yet high, in fact speaking skills are still limited in secondary schools in particular and in district schools in Nghe An province in general. Most students are still confused, not really able to apply their English speaking skills in practice, not yet able to speak naturally or confidently with very simple and simple sentences. Applying this skill in lessons and in daily life requires the efforts of both teachers and students to improve the quality.II. SCOPE OF IMPLEMENTATION.With this subject, I am able to apply this method in the field of secondary school English and I have personally applied it since I applied the new method in teaching in a positive, proactive, creative way, the scope of use is stopped at the level. grassroots and also supported by colleagues in professional groups.III. RESEARCH SUBJECTS:1. The main object of my research is the students of grade 7.of Quynh Hoa and Quynh Chau Secondary School Quynh Luu Nghe An.2. From the actual situation of studying the method of training English speaking skills every year to improve the quality of English learning for students in suburban communes.IV. DESCRIBE EXPERIENCE IDEA:1. Basic factors directly affecting the effectiveness of teaching English speaking skills:1.a. On the teacher side With innovative, positive, proactive and creative teaching methods, teachers must play the role of directing and controlling students to be active in the lesson. In order to have effective oral lessons, teachers need to perform well the following basic elements: + Attract students in the lesson. + Choose and flexibly use teaching techniques to suit each lesson content + Organize class, control students in groups and allocate time appropriately.
SOME EFFICIENCY METHODS TO TEACH SPEAKING ENGLISH I THE NECESSITY AND PURPOSE OF THE IMPLEMENTATION OF INNOVATION Today, in the direction of the development of a civilized and modern society, English is considered the second language which is popular after the native language and it is used to communicate in many different fields Speaking skills are one of the communication skills between speakers and listeners, so the problem of listening, understanding and communicating in English is a problem for young people, mainly students in secondary school Here I would like to present some communication methods through English speaking skills for these people Because it not only helps children develop in listening, speaking, reading and writing skills, it also facilitates the active active learners in the learning process With this policy, the teachers and students of Quynh Hoa secondaryschool tried to change the method, in order to improve the quality of English communication skills in schools However, since the new program has been implemented, there have been changes but not yet high, in fact speaking skills are still limited in secondary schools in particular and in district schools in Nghe An province in general Most students are still confused, not really able to apply their English speaking skills in practice, not yet able to speak naturally or confidently with very simple and simple sentences Applying this skill in lessons and in daily life requires the efforts of both teachers and students to improve the quality II SCOPE OF IMPLEMENTATION With this subject, I am able to apply this method in the field of secondary school English and I have personally applied it since I applied the new method in teaching in a positive, proactive, creative way, the scope of use is stopped at the level grassroots and also supported by colleagues in professional groups III RESEARCH SUBJECTS: The main object of my research is the students of grade of Quynh Hoa and Quynh Chau Secondary School - Quynh Luu - Nghe An From the actual situation of studying the method of training English speaking skills every year to improve the quality of English learning for students in suburban communes IV DESCRIBE EXPERIENCE IDEA: Basic factors directly affecting the effectiveness of teaching English speaking skills: 1.a On the teacher side With innovative, positive, proactive and creative teaching methods, teachers must play the role of directing and controlling students to be active in the lesson In order to have effective oral lessons, teachers need to perform well the following basic elements: + Attract students in the lesson + Choose and flexibly use teaching techniques to suit each lesson content + Organize class, control students in groups and allocate time appropriately + Provide vocabulary and logical structure + With weak students have more appropriate training methods, from simple communication to the questions required by the content of the lesson and more closely supervised monitoring 1.b On the student side In order to have a good and effective speaking lesson, students need to perform well the following basic elements: + Focus on class time and pay attention to the teacher, self-practice simple sentences with your partner (partner) + In the process of speaking practice, you must read through the requirements of the exercise to understand what you need to say, the topics and structures that you need to apply + After speaking practice, you need to review the content of the exercise, the grammar topics are used to have an appropriate way to memorize Actual situation of teaching and learning English at Quynh Chau and Quynh Hoa Secondary School: 2.1 Advantages Although they not have the equipment; communication environment and directly affect the teaching process but we have overcome these difficulties, gradually improving the quality of English teaching hours to meet the purpose of the new textbook program 2.1.a On the teacher side - Step by step approach to use innovative and effective teaching methods through professional training - Always innovating in the method of teaching skills that are mainly training for children to gradually adapt to the use of English in everyday communication - Coordinate flexibly with teaching techniques - Capture each student object - Creating many teaching aids in accordance with the content of the lesson has achieved high efficiency - Most teachers proficiently use the existing teaching aids such as cassettes, video players, projectors 2.1.b On the student side - The children are familiar with the subject since they were in primery school - Many students are interested in learning this subject 2.2.Exist : Besides the advantages, both teachers and students also have a number of shortcomings 2.2.a Student learning: Students are mostly in the countryside, the local situation is not good for students to get the knowledge and they often communicate in their mother languages Students who get the knowledge are still very vague, not yet profound, their ability and knowledge of vocabulary limitations and weaknesses They don’t learn new words by heart at home leading to passive learning in class Their ability to pronounce is at an unsatisfactory level They are less willing to practice reading, speaking, communicating in English to be able to form the skills of the subject They are afraid to speak because they are afraid of being wrong and being laughed by their friends, so they refused to speak out Therefore, their ability to speak English is increasingly limited Moreover, their ability to listen to grasp information is weak - poor due to too little vocabulary In addition, our students have no method to study well at home and at school Besides, they have broken their knowledge right from the class below, this leads to apprehension, fear of being wrong when speaking or using other language to communicate with each other They are familiar with the previous traditional method: The teacher acquires knowledge and passes it to the students in an imposed manner, the students passively absorb the lack of investment and creativity They all rely on providing teachers' answers With the goal of teaching focuses on providing knowledge, skills, skills Learning to cope with examinations, after the exam, the things you have learned are often forgotten or rarely used Besides, the lesson content is mainly textbooks and teachers But today, along with positive learning methods, promote student creativity by allowing students to think, explore and explore knowledge proactively with the guidance of teachers With the goal of teaching focusing on forming capacity (Creativity, cooperation ) teaching methods and techniques, teaching ways to learn Besides, the content of teaching from many sources: Textbooks, teachers, reference materials, experiments, reality, social understanding …… Therefore, follow the innovation if students are not active, the lesson will not succeed 2.2.b Teacher's teaching: Applying new methods of the teachers are still slow, uneven and and have not met the teaching objectives Teachers have little chance to communicate with native speakers and professional groups have not established English-speaking clubs in schools because of objective conditions or have not organized regular gatherings to discuss about expertise in English together Teachers are still afraid to some body language The use of teaching aids has not been effective, while teaching it also teaches vegetarianism Moreover, the process of testing and assessing results of students' study is focused only on test of language knowledge, without regard to communication issues, leading to students just focusing on learning the written language and writing on paper ,do not develop its ability communication The teachers are sometimes not really interested in classifying the students The result is not a good combination of teaching methods The conduction for students to communicate in English is limited because they are weak in listening skills and because the new lesson program is too long, most teachers are afraid of running out of time but have not completed the lesson, so in the process of assigning After receiving or explaining in English, if the students not understand, the teacher will immediately use Vietnamese to explain, not repetitively saying it repeatedly in English so that the students can gradually grasp the information they hear through the teacher's way of speaking Moreover, during a lesson, the teacher only pays attention to the completion of the lesson, not the student's receptive level Besides correcting the pronunciation errors for children is still limited Teachers are less interested this because there is no time if we only focus on some students In addition, some teachers have limited professional skills, so they are sometimes passive in the process of explaining or analyzing the lesson in a way that is approachable and easy for the student to perceive Set up close situations so that students can easily formulate ideas when communicating or there are many limitations in finding and using teaching aids and equipment for a lesson like pictures and vivid visual devices that inspire student learning In addition, in order to smooth the lesson period, the teachers only call the students who are quite good and good at volunteering but ignore the object of concern here which is the weak and weak students, so the weak students are not able to assign Next (speaking English) becomes more and more passive and at the same time increases the children's problem of speaking Because children not speak, the language of communication is increasingly limited, they are not able to form ideas when grasping information in communication needs Add to that the misconception about the new method, the teachers kept thinking that A positive way is the students study at home or study by themselves in text books (self-study) so the lecture is neglected to meet the curriculum of the lesson They forgot the main purpose is How level the students are in with the understanding the lesson How many percent students can perceive the lesson Moreover, many of the textbook topics are too broad, sometimes teachers have difficulty forming ideas when communicating or transmittting to students in a flexible way For example: In English book - Unit - Skills - Speaking: Work in groups Look at the four statues and talk about them You can use the information in and and other parts of the unit to help you For this exercise, the students will have difficulty because many of them not even know about The Temple of Literature and Imperial Acadamy as well as the King and the Emperors Therefore, it requires teachers to be well prepared at home or provide ideas for them to speak, even converting the form of exercises in a simpler, closer form to create interest for them during practicing 2.2.c On the school side: Not regularly checking teachers' lesson teaching, not providing adequate teaching equipment for teachers like pictures for the new program 2.2.d On the part of the homeroom teacher: There has not been a close association with subject teachers to find out the causes of their weaknesses but to take timely remedies In addition, there is no strong handling measure for students who are lazy to study, often not memorize lessons, not prepare homework, neglect in class, rely on good and good students Measures to encourage students to speak in English: 3.1 On the teacher side 3.1.a Teaching methods: First, teachers must clarify teaching objectives: + Communication and communication purpose? + What is the topic of communication? + How is the communication process? + What is the effect of communication? - Teachers need to carefully prepare and study lesson plans before teaching, to clarify the content of the lesson, the steps taken and how to organize lessons Pay attention to the language knowledge to be taught, the communication skills that need to be trained for students, and ways to express language through sentence structure (also possible structures that are available that the introductory textbook or teacher provides during the tutorial); It is important to understand each student's subject in order to have appropriate teaching methods, paying special attention to those who are shy, shy and passive students For example: When I meet students who are shy to talk, I always ask simple questions such as: What is your name? Where you live? Do you learn English? Why? … When they finished answering those questions, they gradually regained their composure and more confident then led them back to the main question of the lesson - Should not create psychological pressure when exposed to the skills of the subject directly taught by the teacher, should not be too greedy to teach without paying attention to the student's acquisition, not abuse the positive method is to teach or explain too much, less time for them to think because the more students become passive and lazy, the more they will depend on their classmates when they are active As a result, their self-advocacy becomes increasingly limited, so teachers need a combination of new and traditional methods - The purpose of the speaking class is to develop students' speaking skills on issues related to the subject of the unit, helping students practice so that they can use the language they have learned to express their own ideas follow your topic content An oral lesson usually consists of to tasks Early tasks (tasks and 2) often involve providing input languages and developing competencies or specific functions for students such as expressing preferences, talking about the uses of computer The remaining tasks (task and 4) often require students, after practicing specific language skills or functions, sum them up, add more to the picture into a text or a communication situation based on the theme of the unit of study Practice speaking with or without the teacher's instructions or suggestions Teaching speaking skills is almost the same as teaching linguistic knowledge such as vocabulary or sentence structures; so students must be provided with materials, then practice the materials and eventually have to use the materials to express their ideas according to certain subject content freely - While teaching, the teachers introduce the situation in which the students will speak, linguistic phenomena will be used during the practice and make speaking requests or instructions The teacher can then model in advance; additional language resources (vocabulary); Provide additional information or language knowledge to use during the speaking process Participate in speaking with students in the following direction: Teacher-Student Students - Students Student - Teacher - For speaking practice to be effective, practice activities need to be interesting, and meaningful, close to students' life and circumstances A speaking lesson consists of stages: + Stage 1: Preparing for Speaking: That is the exploitation of a model speech: The sample speech can be individual statements, a conversation or a short speech The teachers can use some of the following tips: * Read the sample aloud time (note the pronunciation, stress the new word, the rhythm of the sentence, the meaning of the new word ) * Students read back to the teacher * Use suggestive questions for students to draw their own usage of words and sentence structures * For students to practice reading the sample correctly, in pairs or groups * When making homework requirements, teachers should not directly model but help good or excellent students in the class to model first Then the teachers ask a few questions to check that those students really understand the method and requirements of the exercise + Stage 2: Controlled Practice speaking: * Students practice speaking on demand and use ideas or vocabulary from sentence structures * Organization of practice: Teachers should let students practice in pairs or groups to save time (limit the teachers' participation in speaking with students such as asking answering) Teachers observe and reminds students shouldn’t use Vietnamese, encourage all students in the class speak and also to achieve the purpose of communication Because the purpose of communication is not absolutely right words, they can speak wrong and teachers need to accept the wrong of the students then the teachers correct again according to the content of speaking text The teachers should encourage the students to self-identify and correct errors before making common mistakes for the whole class + Stage 3: Free practice / production: * This activity usually falls into the final exercises, summarizing previous exercises or asking students to contact themselves We should only make general and unrestricted requirements about ideas and language so that students are free to speak and promote their creativity If necessary, teachers should give marks to encourage students to accumulate more intensively during speaking practice * Moreover, the teachers need to have a lot of room for them to be interested in learning, speak and communicate with confidence Provide vocabulary, structure, or sample sentences if students have difficulty while their practicing speaking * The teachers can develop or convert forms of speaking practice with simple and intimate topics, encourage students to speak with short, simple sentences, during the teacher communication process without paying attention to using grammar while they are talking or presenting their ideas, just need to pay attention to how they can express what they want to express * When they speak wrong, the teachers should not interrupt to correct the mistake immediately because it can make them forget what they want to speak, moreover they will be afraid of classmates We should only correct the mistakes after they have finished their ideas, from which the teachers will comment and be able to re-express the class with simple, easy-to-catch words The way students read words will make them easier to communicate (fluenly) If the communication object is a weak students - we should transform the communication exercises as follows For examlpe: English - Unit - Skills 1- Speaking- Task page 32: Work in groups Share the ideas in your idea bank with your group members Then, use the most interesting ideas to create a new group idea bank and share it with the class Model dialogue: A: What kind of volunteer work are you participating in? B: We cant help people in mountainous areas A: What exactly are you doing? B: We teach teaching the children to read and write A: Do you enjoy the work? B: Yes I like helping people For this exercise, the teacher asks students to carefully read the table communication situation (Idea bank: Fill in the table with your ideas for volunteer activities.) And then give time for them to work individually to complete this task Encourage them to think of all the volunteer activities they have learnt so far in this unit, and any other activities that they know Tell they only need to write in note form and not in full sentences Divide the class into groups of four or five Explain that after each person shares his or her ideas from 4, the group will need to choose one idea and develop it in more details For example, if the group chooses the idea ‘make postcards and sell them’ as a way to raise funds, they will need to think of answers to questions such as: What types of postcards? What are the postcards made of? What is written on the postcards? Who can make the postcards? Where should the postcards be sold? How will we let people know about our project? If time allows, each group can give a short presentation about their idea bank to the class * Besides, in the process of communicating with each other in English the teachers need to instruct students to apply two skills well: Listening - Speaking Only when the students listen well, they can be sure of the information that they use to their vocabulary to transmit their content of communicating However vocabulary also plays an important role in problems formulate students' ability to communicate They have too few vocabulary so when they do, some students understand and have ideas to express but they not know what words to use to speak out In those cases, the teacher should encourage students to speak their ideas in Vietnamese and the teacher will give them the words and ask them to use it to express or discuss 3.1.b About professional knowledge: - The teachers of English need to constantly improve expertise, refer many books to improve knowledge, self-arrange time to attend colleagues' lessons to learn and infer experience for themself Should use many visual tools to give more interesting lessons After guiding students to communicate, the teachers infer experience with the students after each communication activity, encourage them to communicate and asess teaching and learning results to find effective teaching methods for the next lesson - To get reflexes, the ability to communicate from the beginning, at the beginning of the school - year the teachers should train students to use English in the classroom By in every lesson or each unit of lesson, the teachers don't only think using English in Speaking exercise but olso all in lessons regularly, using simple sentence patterns in all skills, especially when communicating directly with students - We cannot apply the principles of practical communication mechanically but must depend on the specific situation and circumstances to apply accordingly This requires the flexibility and initiative of teachers For example: When entering a class, if the atmosphere of the class is low or not paying attention to the subject, the teacher can ask simple questions such as: How are you today? / How you feel today? / Are you tired? This helps them focus on the subject, paying attention to answering the questions Contemporary helping the students get used to the sentence patterns - In communication, a sentence does not just depend on its accuracy grammar but also depends on the appropriateness of the context in which it is emitted So in the communication process, the priority for comfort and fluency of teachers must always be used or create conditions for students to practice English in assigned situations real reception - Moreover, in the process of teaching and learning, the teachers need to create more conditions for students practice in pairs and groups so they have the opportunity to practice English more, create boldness, confidence, and reduce the shyness of the students before class In addition, teachers can observe, help, or ask good students to help the weaker to practice speaking skills - Besides, the investment in photos, visual equipment or related materials concern to topic of each lesson will make the lesson funky and exciting for students very much For example, when talking about the topic Vietnamese Food and Drink we will find some images such as: Some speacial food in Viet Nam - Occasionally organize small seminars, giving many topics for students feel free to speak what they thought For example: - If you are timid or shy, what will you to be a confident person? - How to study English well? - The correct and clear pronunciation is essential for a teacher of foreign language, so teachers need to invest, practice, search documents, often colleagues or people who love English, especially practice speaking with foreigner to gradually improve their professional quality as well as communication skills 3.2 On the student side: Should be proactive, actively dig and acquire knowledge later re-express in language according to the specific requirements of the subject Need to study the new lesson before going to the class, have to self-study a lot, often exchange with friends and teachers to understand more solid knowledge and then can acquire the new lesson effectively Should overcome the phenomenon of psychology afraid to speak, afraid of wrong Actively learning, exchanging the information with their friends or normal communication situations every day to increase the ability to use foreign languages (English) as a means of communication 3.3 Other measures: School leaders should regularly check teaching and learning by teachers and students in the classroom Facilitate for the teachers to make teaching aids themselves and must have the correct examination of the person in charge Besides, the teachers are self-improvement, often exchange with each other in advanced English, advance the ability to be sensitive to information and guide students to communicate Teachers should arrange their own time to get experiences from teachers of English at other schools IV RESULTS AND EFFICIENCY BRING: Before doing this experience initiative, I used the above measures into the speaking classes and achieved some very positive results First of all I see these experiences are well suited to the new textbook program Students have more interested in learning to practice speaking, actively creative to expand capital knowledge, and also improve their knowledge a lot, more exciting lessons, the quality of students is also improved They often speak English in the classroom, and they often use short sentences in common communication situations These are also the causes that come to the quite satisfactory results in the last teaching period of the school year 2018-2019 In the school year 2019-2020, there are many communication situations I not have to explain much because most students get used to and adapt very quickly when talking to each other in English V ASSESSMENT OF SCOPE OF INFLUENCE OF INITIATIVE: After successful application of my experience initiatives topics of the years before and the first semester (school year 2019 - 2020) I have achieved remarkable results and have the following valuable experiences for myself: Encouraging and motivating students is also a very important factor to focus them on English speaking practice class Teachers need to choose teaching methods that are appropriate for each student, flexible combination of methods, teaching techniques and central knowledge speech teaching process Teachers need to have attraction and engage students in the content of the lesson and encourage them to apply creativity in practice Teachers must always create an English environment in class depending on the grade and students to get them familiar with the foreign language learning environment The teachers should guide them in group practice, guid them to build studying couples to have chances practicing regularly This initiative has been my practical application in the teaching process every year and has also been effective The students feel more interested in the subject, invested more and in particular the number of students who speak English has increased For a school in a remote area as Quynh Hoa secondary school, we cannot demand we cannot demand immediately to perform successfully this communicate skill quickly, but patiently guide step by step to form true communication skills and they can use these common sentence patterns in everyday life Because of that our teachers need to make every effort, explore, research to find the most optimal method for an educational career VI RECOMMENDATIONS, SUGGESTIONS: As a teacher without much experience, so I know my problem is still limited However, comes from theoretical, practical, teaching purposes as well as successes or limitations in the implementation of the topic To contribute to the teaching of English in general, practice English speaking skills in particular with high quality and make some improvements in the language learning process I myself have the following practical suggestions: * On the facilities side - Because this is a foreign language learning environment, it is necessary to have a separate subject room to practice according to the specifics of a subject - Provide more teaching aid and projector for all classroom * On the colleague's side - Should attend to contribute ideas to learn from experience so that we can improve ourselves - Contributing ideas on how to prepare lesson plans, exchanging reference books and drafts discuss and exchange with each other in English through daily communication situations *On the school leadership - Need to create conditions for teachers to have opportunities to exchange and learn from experience through seminars at the school and to the schools in your district - Pay more attention should be d to foreign language subjects so that teachers of the subject can stay still more interested in teaching Quynh Hoa 12, 12, 2019 The writer: 10 ... important factor to focus them on English speaking practice class Teachers need to choose teaching methods that are appropriate for each student, flexible combination of methods, teaching techniques... leading to passive learning in class Their ability to pronounce is at an unsatisfactory level They are less willing to practice reading, speaking, communicating in English to be able to form... theoretical, practical, teaching purposes as well as successes or limitations in the implementation of the topic To contribute to the teaching of English in general, practice English speaking skills