Students attitudes towards learning to speak english at ly thai to high school, bac ninh

VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** BÁ THỊ HIỀN STUDENTS’ ATTITUDES TOWARDS LEARNING TO SPEAK ENGLISH AT LY THAI TO HIGH SCHOOL, BAC NINH (Nghiên cứu thái độ học nói Tiếng Anh học sinh trường THPT Lý Thái Tổ, Bắc Ninh) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Hanoi, 2012 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv TABLE OF FIGURES vi CHAPTER ONE: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study 1.6 Significance of the study 1.7 Design of the study CHAPTER TWO: LITERATURE REVIEW 2.1 Attitudes in language learning 4 2.1.1 Definition of “attitude” 2.1.2 Roles of learners‟ attitudes in language learning 2.2 Speaking 2.2.1 Concepts of speaking in foreign languages 2.2.2 The role of speaking in foreign language teaching and learning 2.2.3 Characteristics of a successful speaking lesson 2.2.4 Approaches to teaching and learning speaking skills 2.2.5 Factors affecting students‟ participation in speaking activities CHAPTER THREE: METHODOLOGY 11 15 3.1 The setting 15 3.2 The textbook 15 v 3.3 The participants 15 3.4 The data collecting instruments 16 3.5 Data collection and analysis procedure 17 CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION 4.1 Data analysis of students‟ questionnaire 19 19 4.1.1 Students‟ general attitudes towards learning English 19 4.1.2 Students‟ attitudes towards learning to speak English 20 4.1.3 Students‟ opinions about factors affecting them in learning to 27 speak English 4.1.4 Students‟ attitudes towards teacher‟s teaching method in 29 speaking lessons 4.1.5 Students‟ expectations to learning to speak English 31 4.2 Data analysis of classroom observations 33 4.3 Data analysis of teachers‟ interviews 37 4.4 Chapter summary 38 CHAPTER FIVE: CONCLUSIONS 39 5.1 Summary of findings 39 5.2 Suggestions for teachers 40 5.3 Limitations and suggestions for further studies 42 5.4 Conclusion 43 REREFENCES APPENDICES Appendix 1: Survey questionnaire for students Appendix 2: Classroom observation sheet 44 I I XI Appendix 3: The observed lesson plan XII Appendix 4: The observed lesson plan XIV Appendix 5: Interview questions for teachers and transcription Appendix 6: A sample lesson plan XVII XX vi TABLE OF FIGURES Figure 1: Students‟ general attitudes towards learning English 19 Figure 2: Students‟ favorite English lessons in the classroom 20 Figure 3: Students‟ awareness about the importance of English speaking 21 Figure 4: Students‟ evaluation of English speaking lessons in class 22 Figure 5: Students‟ assessment of speaking topics in the textbook 23 “Tieng Anh 10” Figure 6: Students‟ frequency of feeling unwilling to speak English 24 in the classroom Figure 7: Students‟ preference in practicing speaking English in class 25 Figure 8: Students‟ self-judgment about their English speaking ability 26 Figure 9: The things students in the speaking class 27 Figure 10: Factors affecting students‟ English speaking learning 28 Figure 11: Students‟ attitudes towards teacher‟s teaching method in speaking 30 lessons Figure 12: Students‟ expectations to learning to speak English 32 CHAPTER ONE: INTRODUCTION 1.1 Rationale of the study Among the four language skills known as listening, speaking, reading and writing, speaking skill is considered the most significant one that most learners of foreign languages need to achieve because it shows learners‟ proficiency in that language Pattison (1992) also shows that when people mention knowing or learning a language, they mean being able to speak the language Being an English teacher, the researcher thinks that speaking should be paid much attention to in the process of teaching and learning However, the fact at the researcher‟s school is that students have poor ability to speak English although they have been learning English since they were in grade or They speak English badly even in English speaking lessons They often feel unconfident and confused when their teachers ask them to speak English They regularly find it difficult expressing their ideas in English and even some students cannot speak anything except “sorry, I don‟t know” This problem is also mentioned by the researcher‟s colleagues when they usually tell her that in their speaking lessons students are very lazy and not participate much in speaking activities Therefore, this problem needs improving to help students in her school have better English speaking ability For such reasons, the researcher conducted this study to investigate the students‟ attitudes towards learning to speak English and the reasons why they had these attitudes By doing the study, she can know more about her students‟ expectations for learning English speaking skills at her school so that she could give some suggestions which might be useful for teachers and students at Ly Thai To high school to develop speaking skills for their students 1.2 Aims of the study This study is aimed at: - finding out Ly Thai To high school‟s students‟ attitudes towards learning English speaking skills and the reasons why they had such attitudes - giving some suggestions useful for Ly Thai To high school‟s teachers to develop their students‟ speaking skills 1.3 Research questions The above aims of the study can be realized by answering the following research questions: (1) What are Ly Thai To high school‟s students‟ attitudes towards learning English speaking skills? (2) Why they have these attitudes towards learning to speak English? 1.4 Scope of the study As stated above, the study was designed to find out the students‟ attitudes towards learning to speak English Because of limited time and experience, the study was not carried out on a large scale The study, therefore, was restricted to the 10th graders at Ly Thai To high school only 1.5 Methods of the study To conduct the study, both quantitative and qualitative methods were used, involving the survey questionnaire, the classroom observations and the interviews First, the survey questionnaire was delivered to students to investigate their attitudes towards learning to speak English Then, the classroom observations and the interviews with some English teachers were conducted to get supplementary information Finally, the results obtained from the questionnaire, the classroom observations and the interviews were discussed and analyzed to with a hope for providing some useful suggestions for teachers to develop speaking skills for their students 1.6 Significance of the study The study is conducted with the expectation that its results will be useful for students and teachers of English at Ly Thai To high school The study will help teachers understand more about their students‟ attitudes towards and expectations for their learning to speak English Based on the findings, some suggestions are given to the teachers to help them improve their students‟ speaking skills Hence, it could be a considerable contribution to teaching and learning English speaking effectively and enjoyably at Ly Thai To high school 1.7 Design of the study This thesis consists of five main chapters: Chapter one is the INTRODUCTION including the rationales, the aims, the research questions, the scope, the methods, the significant, and the design of the study It shows the reason why the author decided to choose this study and the methods for the fulfillment of the study Chapter two is the LITERATURE REVIEW It is aimed at exploring the theoretical background for the thesis It will focus on two main points: attitudes and speaking Chapter three is the METHODOLOGY Chapter three starts with the description of the setting and the participants It also presents how data was collected through the research methods and research procedures Chapter four is the DATA ANALYSIS AND DISCUSSION, in which the detailed description of data analysis and discussion on the findings of the study are explained Chapter five is the CONCLUSIONS AND RECOMMENDATIONS This chapter presents a summary of the findings and draws out some suggestions that are good for teachers and students in teaching and learning English speaking The limitations of the study and some recommendations for further researches are also discussed in this chapter CHAPTER TWO: LITERATURE REVIEW 2.1 Attitudes in language learning 2.1.1 Definition of “attitude” There are many definitions of attitude Among them Gardner (1985:91-93) claims that attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of the individual‟s beliefs or opinions about the referent In Gibb‟s view (1988), attitude is generally defined as a state of mind, which is influenced by feelings, experiences of the world and belief In addition to that, Zimbardo, and Leippe (1991) defined attitude as “an evaluative disposition toward some object based upon cognitions, affective reactions, behavioral intentions, and past behaviors that can influence cognitions, affective responses, and future intentions and behaviors” The above definitions show attitudes in general understanding, but in the scale of my study, attitude is understood as „learning attitude‟ According to Oxford and Shearin (1994), attitude is one of the factors impacting motivation in language learning Gardner (1985) stated that positive attitudes and motivation are related to success in second language learning Holmes (1992) believes that people develop attitudes towards languages, which reflect their views about those who speak the languages, and the contexts and functions with which they are associated He claims that attitudes in the context of language learning are defined as the way people look at the language, the class and the people, and the culture of language In short, in language learning, we can see students‟ attitudes in their feelings and belief about the way of acting towards the lessons, learning style, teachers and the course books In this study, it relates to students‟ feelings and belief about learning to speak English 2.1.2 Role of learners‟ attitudes in language learning In language instruction, students‟ attitudes towards learning the language are regarded as “an important predictor of success” since “students who consider the learning of English as a positive and rewarding experience are less likely to suffer from foreign language anxiety” (Tsiplakides & Keramida, 2010) Chambert (1999) asserts that learning occurs more easily, when the learner has a positive attitude towards the language and learning Positive attitudes on the part of the language learners can enhance an integrative motivation, and attitudes upon success in language learning is widely acknowledged Also, Holmes (1992) states that if people feel positive towards those who use the language, they would be more highly motivated towards learning it Unquestionably, good learners are those that have a positive attitude towards their subject The overall findings show that positive attitudes have a strong impact on the success of language learning Most of the researches have claimed that students‟ attitude is an integral part of learning and that it should, therefore, become an essential component of second language pedagogy Some factors that influence students‟ attitudes towards their foreign language learning are identified by Tsiplakides & Keramida, (2010): a) teacher-student relationships, b) the general classroom atmosphere, and c) the use of authentic teaching materials and activities These authors also suggest a number of principles to foster positive attitudes in ESL/ EFL classes: (1) Developing Teacher-student Relationship; (2) Fostering a Positive Psychological Classroom Atmosphere; (3) Creating an Attractive Physical Classroom Environment; (4) Supplementing the Teaching Material with Authentic Texts and Tasks In short, students‟ attitudes play a very crucial role in language learning as they would appear to influence students‟ success or failure in their learning 2.2 Speaking 2.2.1 Concepts of speaking in foreign languages Speaking skill has been placed more weight in comparison with other skills as it is the first step to identify language ability For many language learners, “mastering the art of speaking is the single most important aspect of learning a second language or foreign language, and success is measured in term of ability to carry out a conversation in the language” (Nunan, 1991: 39) According to Nunan‟s point of view, it is necessary for teachers of language to pay much attention to teaching speaking skills in a way that helps learners participate confidently in transactions The importance of speaking raises the needs to understand the nature of speaking in human interactions There have been many scholars discussing the nature of speaking as follows: Chaney (1998:13) states that speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" Brown (1994) defines speaking as a process of constructing meaning that involves producing, receiving and processing information Bygate (cited in Mackey, 1965:266) shows “oral expression involves not only the use of the right sounds in the patterns of rhythm and intonation, but also the choice of words and inflections in the right order to convey the right meaning” 2.2.2 The role of speaking in foreign language teaching and learning As mentioned above, speaking skill plays an important role in foreign language learning because effective speaking ability helps learners not only to acquire the language better but also to communicate successfully in the target language As we can see, communication is a basic demand for everyone, so if we want to communicate we should learn how to speak For the increasing demands for joining in a lot of fields in life, not only domestically but also overseas, learners need to be able to communicate well as they ask for information to serve their different purposes X p Giáo viên nên quan tâm tới tất học sinh lớp q Giáo viên không yêu cầu em dừng lại em mắc lỗi r Giáo viên nên tạo khơng khí thoải mái học nói để khuyến khích chúng em nói tiếng Anh s Giáo viên khơng giỏi tiếng Anh mà hiểu biết vấn đề văn hóa xã hội t Giáo viên nhiệt tình, thân thiện giúp đỡ học sinh u Giáo viên sử dụng trò chơi học nói v Mong ước riêng em? XI APPENDIX CLASSROOM OBSERVATION SHEET Name of observer: Ba Thi Hien Date and time of observation: … ………………… 2012 Length of observation: 45’ Grade level: 10th grade, Class: Unit: Teacher: Method: note-taking Aspects observed Comments In what way teacher conducts speaking lessons Teacher‟s variety of activities Teacher‟s knowledge Teacher's professionalism Interaction between teacher and students Students‟ attitude towards speaking activities Students‟ involvement in the speaking activities Students‟ interaction with each other while completing the tasks The atmosphere in speaking lessons Overall comments: ………… …………………………………………… ………………………………………………………………………………………… XII APPENDIX Unit 10: Conservation Lesson 2: Speaking I _ Objectives: By the end of the lesson, Ss will be able to: - ask for someone‟s opinion, and show their agreement or disagreement about the new kind of zoo - talk about the advantages and disadvantages of the new kind of zoo - report on discussion result II _ Teaching aids: Textbook, pictures, projector… III _ Anticipate problems: Ss may not know some words in the section, so T should be ready to explain them IV _ Procedure: Time 7‟ Steps Warm up and Check up -T prepares pictures of zoos: -1st one shows a traditional zoo(animals are kept in cages); 2nd one shows a new kind of zoo(animals can live in their natural habitat) - T asks Ss to work in pairs to describe the pictures: + What can you see in the first picture? + How might the animals feel? + What can you see in the second picture? + Are the animals in the 2nd picture free to run? -> T introduces the new lesson: You are going to discuss the new kind of zoo Task 1: Discussing the questions about the features of the new kind of zoo Instruction: You are required to work in pairs to put the actions in the order of importance and then say what we should or should not - T asks Ss to read through the paragraphs - T gives and explains some new words: Sensitive / /(adj): nhạy cảm imprison / / (v): bỏ tù, giam cầm Reconstruct/ /(v): xây dựng lại Breed / /(v): gây giống, nhân Work arrangement Pair work Whole class: (take notes) XIII 8‟ giống Reintroduce/ /(v): đưa môi trường sống tự nhiên - T asks Ss to work in pairs to discuss the questions in Pair work the book, using the information in paragraph A and B - T goes around to observe Ss working - T asks some Ss to present their answers - T gives feedback and correct answers: They are opened to help endangered species develop The animals are not kept in cages They can live in their natural environment Task 2: Showing the agreement or disagreement about the new kind of zoo Instruction: Following are some ideas about the new kind of zoo discuss in the task You are required to show your agreement or disagreement by ticking the right box Then share your ideas with a partner Structures: Asking for opinion + What you think of ….? + Do you think………? + Do you agree with… ? Giving opinion - I think……………… - I don‟t think………… - In my opinion………… Showing agreement Showing disagreement + I agree with………… + I don‟t really think so + Yes, I think you are + Yes… but………… right + I would doubt that…… + Exactly - T asks Ss to work individually to tick the suitable box to show their agreement or disagreement - T goes around to observe and offer help, taking notes of students‟ mistakes for later correction - T calls on some Ss to talk about their ideas and ask other Ss to add more - T gives feedback Task 3: Discussing the advantages and disadvantages of zoos of the new kind Individual work & pair work XIV 8‟ Instruction: You are going to discuss the advantages and disadvantages of the new kind of the zoo using the cues provided in the textbook - T asks Ss to work in groups to discuss the advantages and disadvantages of the new kind of the zoo - T assign the group leader for each group to make sure that group members work cooperatively and take notes of other member‟s point - T goes round to observe and offers help - T takes notes of Ss‟ mistakes for later correction Task 4: Reporting on the discussion results - T calls some Ss to report that their groups have discussed T asks other Ss to take notes and compare with their group‟s ideas FEEDBACK AND CORRECTION - While Ss report, T takes notes of their errors Then T gives feedback on their answer - T corrects any typical mistakes WRAPPING UP - T summaries the main points - T asks Ss to the extra activity as homework Group work Whole class Whole class Whole class XV APPENDIX Unit 10: CONSERVATION Part 2: SPEAKING I OBJECTIVES Knowledge General knowledge: Through this lesson, students learn about the functions of a new kind of zoos Language: Sentences and expressions for talking about the new kind of zoos where rare plants and animals are protected in their natural environment Skills: Fluency in expressing opinions and talking about the new kind of zoos where rare plants and animals are protected in their natural environment II METHOD: integrated, mainly communicative III TEACHING AIDS: pictures IV PROCEDURE Teacher‟s activities  Warm-up Show a picture of a normal zoo and ask questions: 1) What can you see in the picture? 2) Are the animals living in their natural environment or are they kept in cages? 3) Do you think it‟s good to keep animals in cages? Pre-speaking T: Today we‟re learning about a new kind of zoo where animals can develop well Look at your books , task (p106) -Teacher asks Sts to have a quick look at the paragraphs in task and asks them if they have any new words - Teacher explains the new words and expressions the students have asked T: Read after me the new words and expressions T: Look at your books and read silently to find out the answers to the questions T: Work with your partner: ask and answer the questions Teacher goes around and helps St if they Students‟ activities Students‟ answers St: We can see a lot of animals St: They are kept in cages St: No, it isn‟t Because they can‟t develop well St: look at their books, underline the words or expressions they don‟t understand St: pay attention to the paragraph and ask the teacher what they don‟t understand St: look at the board and read the new words and expressions St : task St: Work in pairs on the questions St A: For what purpose are zoos of the XVI need - Teacher checks the answers by calling on some pairs to ask and answer the questions new kind opened? St B: They are open to help endangered species develop St C: What are their main features? St D: The animals are not kept in cages They can live in their natural environment  While – speaking T: When living in this new kind of zoo, animals may have some advantages and disadvantages Look at task (p 107) and as directed (teacher explains new words and expressions) T: Work with your partner: ask and answer these questions: 1) What are the advantages animals may have in the zoo of new kind? 2) What are the disadvantages animals may have in the zoo of new kind? - Teacher checks the answers by calling on some pairs to ask and answer the questions St: Look at task (p 107) and as directed T: We have learnt something about animals „ advantages and disadvantages when they live in this new kind of zoo What about the advantages and disadvantages of zoos of the new kind Look at task (p 107) and as directed - Teacher walks about the classroom and helps the students with words or expressions that they can‟t express in English  Post-speaking T: Report to the class what your group has discussed St : Work in pairs St A: What are the advantages animals may have in the zoo of new kind? St B: They may what they want to / develop / feel happier St C: What are the disadvantages animals may have in the zoo of new kind? St D: They may not have better food / may suffer from dangerous diseases St: work in groups discussing the advantages and disadvantages of zoos of the new kind Students‟ reports may vary Suggested report In zoos of the new kind the animals may live in their natural environment The animals that people can visit may XVII Teacher comments on the presentation, then invite another group HOMEWORK To achieve fluency, you have to learn the expressions and sentences used for talking about the new kind of zoos where rare plants and animals are protected in their natural environment and write a report on discussion results Comments develop, feel happier and they may what they want to But they may be more dangerous for visitors and the keepers They may be badly injured or killed by savage animals if they are not careful or don‟t observe the safety regulations Also, we spend a lot of money on reconstructions of the animals‟ natural environment Students it at home XVIII APPENDIX INTERVIEW QUESTIONS AND TRANSRIPTION Interview questions: Question 1: During your speaking lessons, your students actively participate in speaking activities? If not, what they often do? Question 2: In what way you conduct your speaking lessons? Do you follow all the topics and tasks of the speaking lessons in the textbook? Do you create the new topics and new tasks which are more suitable for your students‟ language level? Do you use communicative games in speaking lessons? Interview transcription Interviewer (I): During your speaking lessons, your students actively participate in speaking activities? If not, what they often do? Teacher (T1): Oh no, they don‟t actively participate in speaking activities Among the lessons reading, speaking, listening, writing and language focus, speaking is considered the most boring one Uh….my students are lazy, they are not interested in doing the speaking tasks They as they are forced to And when I ask them to discuss topics in pairs or in groups, they often use Vietnamese, they use very little English Some students don‟t discuss topics, they make noise or other thing instead (T2): Oh, in speaking lessons? Speaking lessons are not as interesting as other ones Most of my students don‟t take part in speaking activities attentively Only some good students well, but the number of good students is very few, only one, two or three students in each class …Most of my students speaking tasks as XIX I ask them to but they don‟t work hard, and even some of them don‟t discuss anything, only keep quiet all the time, or some make noise, chat with friends (T3): No, they don‟t Most of them speak English very badly so they don‟t participate actively in speaking activities In my speaking lessons, only some good students work hard and the others also the speaking tasks as I ask them but it‟s difficult for them to express their ideas in English, it wastes a lot of time Sometimes, some students other things or make noise when I don‟t come near them (T4): In my speaking lessons, most of the students don‟t join in speaking activities actively Although they participate in the speaking tasks, they need a lot of time to think before they can talk a sentence or express their ideas in English and even they can‟t talk anything except “sorry, I don‟t know” Some students don‟t join in, they exercises of other subjects, keep quiet or talk with their friends in Vietnamese However, you know, in each class I teach, there are two or three students with good English, they enjoy speaking in English and in class they often seek for chances to talk in English Interviewer (I): In what way you conduct your speaking lessons? Do you follow all the topics and tasks of the speaking lessons in the textbook? Do you create the new topics and new tasks which are more suitable for your students’ language level? Do you use communicative games in speaking lessons? (T1): I often provide my students with new words and structures related to the topic and then guide them to the speaking tasks in textbooks I only follow the topics and tasks of the speaking lessons in the textbook, but sometimes we lack time so students have to finish the last tasks at home I don‟t often use games, only use when there are observers in my class XX (T2): I only follow the topics and the tasks of the speaking lessons in the textbook I don‟t create the new ones And before asking students to the tasks I give them useful words and structures related to the topics I sometimes use game but not often (T3): I conduct the speaking lessons by following the topics and the tasks in the textbook Sometimes the task is difficult I remove it I guide students to the tasks in pairs or in groups and if they have any new words or structures, I will explain to them I often use games when there are some observers (T4): First I provide students with new words and useful languages and then ask them to the tasks in the textbook I only follow the topics and the tasks in the textbook, I don‟t create the new ones I also use games in but not often XXI APPENDIX The sample lesson plan UNIT 10: CONSERVATION LESSON B: SPEAKING I Aim: To teach students discussion skills on the topic about the advantages and disadvantages of the zoo of the new kind II Objectives: By the end of the lesson students will be able to use appropriate words and expressions to talk about the advantages and disadvantages of the zoo of the new kind III Contents: Students discuss the advantages and disadvantages of the zoo of the new kind IV.Students‟ level: Grade 10 V Students‟ background knowledge: Students have learnt the reading text about the environmental problems and man needs to protect the environment VI Teaching aids: Board, textbook, chalk, handouts, workbook VII Anticipated problems: Students may lack vocabulary and ideas about the topic given-the advantages and disadvantages of the zoo of the new kind Teachers should be ready to help them XXII VIII Time: 45‟ IX Procedures: Time 5‟ Steps WARM UP: Guessing the word - Divide the class into two teams, team A and team B, motivate students to find out the word which is about animals living in the natural environment This word consists of letters The students in two teams can guess any letters They will get one point for each correct letter but they will lose one point for each wrong letter The team with more points will be the winner Work arrangement Team work The word consists of letters: Guide students to play this game to find out the word “Wildlife” then lead to the new lesson, the zoo of the new kind 15‟ PRE-SPEAKING Task1: Word storm Introduce the topic to students and write the phrase “zoo of the new kind” on the board, elicit words to students Have students read the passages and underline the words related to the zoo of the new kind Expected words given by students, Endangered species/ animals Gorillas Natural environment Keepers Injured/ killed Breed Develop Reconstruct Food Large Risky/ dangerous Write them on the board and explain these words to students Read these words first as model and ask students to read in chorus Individual work XXIII Get students to make up sentences with these words Encourage students to use their background knowledge to find out more words related to the given topic Task 2: Pronunciation and pattern drills Get students to make up sentences according to the ideas in tasks 2+3 in the textbook at page 107 Write some pattern on the board: - The conditions the animals in the zoo of the new kinds are much better than those in the traditional zoo - Visitors can see many species of animals even the rare ones in the zoo of the new kind - It is more dangerous for the keepers as the animals here don’t be kept in the cages - The reconstructions of the animals’ natural environment will cost a lot of money - Animals in the zoo of the new kind may be free to what they want - Endangered animals may be bred and protected better in this kind of zoo ……………………………………………… Read these sentences as model and ask students to read after in chorus 13‟ 10‟ WHILE-SPEAKING Task 3: Discussing the advantages and disadvantages of the zoo of the new kind Have students work in groups of 4, choose the leader for each group and ask the leaders to take notes their groups‟ ideas during their discussions Encourage students to discuss the advantages and disadvantages of the zoo of the new kind basing on the ideas in tasks 2+3 in the textbook at page 107 and the pattern drills above Go round the classroom and provide help for students when necessary POST-SPEAKING Task 4: Make group reports Get students to report their groups‟ discussions about the advantages and disadvantages of the zoo of the new kind Call on the representative of each group to present their ideas in front of the class Ask the other students to listen to their friends‟ presentation Whole class Group work Individual work and whole class XXIV and give comments Observe and take notes of Ss' mistakes for later correction Give feedback on Ss' answers Correct any typical mistakes 2‟ WRAPPING-UP Summarize the main points Ask students to write a paragraph of the report that they have discussed in the class and the exercises in the workbook Whole class ... research questions: (1) What are Ly Thai To high school‟s students‟ attitudes towards learning English speaking skills? (2) Why they have these attitudes towards learning to speak English? 1.4 Scope... 4.1.2 Students‟ attitudes towards learning to speak English 20 4.1.3 Students‟ opinions about factors affecting them in learning to 27 speak English 4.1.4 Students‟ attitudes towards teacher‟s... very badly (31.5%) This result partly explained why students had negative attitudes towards learning to speak English 27 A Listen to the teacher's explanation attentively B Joining in speaking