METHODS OF TEACHING SPEAKING SKILL EFFECTIVELY

INDEX CONTENT PAGE Introduction 1.1 The reason to choose the theme 1.2 Purpose to research 1.3 The subjects to research 1.4 The researching methods 2 Contents and researching procedure 2.1 Theoretical background 2.2 Status of the study problem 2.3 Measures for implementation 2.4 Study effects 13 3.Conclusion and propossals 14 3.1.Conclusion 14 14 3.2.Propossals REFERENCES ASSESSED INITIATVE EXPERIENCES INTRODUCTION 1.1.The reason to choose the theme English plays an important role in our life Nowadays In the information technology times and global integration, English is getting more and more important and is gradually becoming the means of the international communication As we know, teaching and learning English in high schools has had great changes in the content as well as teaching methods to match the goals and requirements asked in the reform program The most basic point of view about the new method is how to promote students' activeness and positiveness and create optimal conditions for students to practise, develop and improve their language skills for purpose to communicate, not provide pure language knowledge With this view, the classroom's techniques and activities have also been changed and developed Therefore, teachers need to grasp the basic principles of the new method, study techniques and teaching activities from the point of view of communication so that they can be applied flexibly, appropriately and effectively In fact, most pupils - students often face many obstacles, difficulties in learning to speak especially when communicating with foreigners Because communication is a favorable condition to stimulate learners to use the language most effectively However, this speaking skill is sometimes forgotten because we only evaluate language through proficiency, knowledge and not measured by the ability to use language Therefore, we have to pay much attention to this skill to provide students with the ability to communicate confidently and fluently To this, teachers need to organize an attractive learning environment to attract more students to participate In that way, students are more and more confident in communicating a foreign language later Knowing that speaking skills are relatively difficult to teach students in rural areas, teachers need to find the best and most appropriate methods for students to feel more interested in learning For that reason, in the process of teaching speaking skills myself, I have more or less thought, applied and learned experiences to develop and improve this skill for students, trying to find teaching methods The best speaking skills for yourself and help students understand the importance of the subject, feel more interested in the subject I have boldly chosen to write experience initiatives "METHODS OF TEACHING SPEAKING SKILL EFFECTIVELY" In recent years, the Ministry of Education and Training has advocated the renovation of the textbook program content for all levels of education Along with the renovation of the textbook content program, there are a series of changes in teaching and learning methods In order to achieve the goals set for the educational level, each teacher constantly strives to cultivate the experience, often learns to improve in the teaching process During the teaching process, I have learned some lessons for me, but I really want to share with my colleagues and consult and build opinions to help me improve my teaching ways 1.2 Purpose to research: Characteristics of the English language teaching process are how each learner to master the skills of listening, speaking, reading and writing How to help them easily learn, understand and remember the knowledge that teachers have conveyed and applied in practice, stimulating the interest in learning Have a habit of exploring, discovering and creating new things Practicing proficient skills in the classroom, at home, as well as dealing with accidental situations that students encounter However, there are many awkward situations that make children become self-confident in their study and future communication Therefore, it is the responsibility of each of our teachers to help students overcome all challenges, confidence, boldness and openness in communication From the practical work, we want to help students develop English speaking skill to improve the quality of teaching English to the students gradually in Nhu Xuan high school 1.3 The subjects to research: - This topic is applicable to all high school students - Only for teaching speaking skill in English - No need to classify students 1.4 The researching methods: Study the teaching materials on Internet, textbook, the demands and likes and mentality of students CONTENTS AND RESEARCHING PROCEDURE 2.1.Theoretical background: Using teaching methods and techniques in accordance with the content of lessons and students in a class is very important factors to promote selfawareness, activities in learning English so that the lessons are more effective If teachers use teaching methods and techniques that are inappropriate for the content of the lesson and for the learners, so the lesson becomes boring and students have difficulty in finding knowledge, students not want to learn, are not active in learning Therefore, the results are not high, and we not achieve our goals In order to effectively use teaching methods and techniques, especially active teaching methods and techniques in a lesson that requires the teacher to be flexible, The content of the lesson, consistent with the teaching equipment of that section has to be suitable for students of each class As we know, in the curriculum, in response to the demands of the education and the demands of the society, many new teaching methods and techniques have been required, so the teachers have to be up-to-date in effective use in specific lectures, which are: - Cooperative Teaching: Cooperative Teaching is the method that the teacher leads students to work in small groups so that students work on a certain assignment in a certain period of time In the group, under the guidance of the group leader, students combine personal work and pair work, share experience and collaborative work to solve assigned tasks [1] - Project-Based Learning: Project-based learning is a learning activity that is designed to provide students with the opportunities to synthesize knowledge from a variety of areas of study and apply creativeness to life The project is a situation that learners have to solve with knowledge according to the content of the lesson Project-based learning puts learners in a problematic situation, but solving problems requires high self-reliance [1] - Technique for Questioning: In teaching, the teacher's question system plays an important role, is one of the factors determining in the quality of the student's knowledge This technique is often used in conversation questions with students, instead of presentations, reading, writing and the teacher preparares questionaires for students to think about, developing the lesson content as well as encouraging the students' brainstorming, is centered around the ideas and content of the lesson in logical order [1] - For foreign language teaching in general and teaching English in particular, the innovation of teaching methods is very important It is hard for students to master the language, be good at all the skills, specially for students at Nhu Xuan which is one of 11 mountainous districts of Thanh Hoa province Speaking is one of the basic content, a subtle combination of teaching skills and a difficult skill to achieve From the above point, the use of appropriate songs really helps the students interested in the subject, better at speaking skill In my opinion, every teacher needs to find an optimal method, in accordance with the actual situation and the individual pupils As a teacher of English, I hope to bring my knowledge to impart easily to the students, and find out teaching methods for myself So I boldly launched research projects: “METHOD OF TEACHING THE SPEAKING SKILL EFFECTIVELY” I hope the use of appropriate methods for speaking skills will help the students extremely interested in the subject, better at speaking skills 2.2 Status of the research problem: In rural areas, especially in mountainous areas, students only have access to learning foreign languages from grade 6, so they are almost surprised to approach the subject Therefore, the children have not seen the importance of foreign languages, so they can learn in a way to deal with them Moreover, because they lost their basic skills, they could not follow the lesson, so they were lazy and shy Therefore, when students are able to go to high school, most students are very weak in foreign languages with listening and speaking skills, so teachers are very hard in teaching these skills to them 2.3 Measures for implementation: [2] Prepare and organize the topic of speaking: It is not advisable to keep abreast of speaking activities like the subjects in the textbook because it is afraid that it will make students rigid and dry, not fully developing their ability to explore and creativity in communication activities born Because the situation is easy for children to say, why not say difficult situations Therefore, we should guide students to keep abreast of the topics in the textbook and then it themselves or with the group to implement the topics on the conversation, self-talk in accordance with their abilities, then Do it again in class (maybe each child, each group has a lot of different lessons) By doing this, I realize that they have been thinking, exploring and saying everything they need to say They are also very excited in that lesson, hoping to have a new topic soon and the next talk because they have the opportunity to present the lesson and especially to express themselves Doing so not only facilitates good students to express themselves but also helps all students in the class, especially those who are weak, timid, and less communicative, can speak English Because they were counseled by better students, prepared at home and practiced well, they were not surprised, confident in speaking and communicating in public for so long I have no conditions to show * How to organize? This is also the main skill that determines success or failure in communication If the class is not exciting, few students perform speaking skills, the lesson is considered unsuccessful If the class is crisp, lively, unstoppable and has many students perform speaking skills, the lesson seems to have been successful Therefore, I think we should organize an "Open Classroom" - able to get students out of their usual sitting positions to find friends who like it or can stand in place to speaking in pairs or the group is very good (should not sit) Because at that time, students will be very comfortable to carry out speaking activities as well as easy to "dance hands, dizziness" expressing the meaning of each sentence to listeners In the meantime, if you are afraid of the noisy class and let your students sit in their usual places, students will be very passive and psychologically inhibited Therefore, students cannot fully develop the "vocabulary" that they have, by gestures, eyes, actions are also "words" in the communication of each language that makes listeners understand Moreover, if you only talk to the person sitting next to you every day, the communication will be very boring and you don't know all the characteristics of each classmate If so, will the classroom be very noisy to manage and control? This is a question many teachers wonder about, especially young teachers However, I also boldly say that studying the speaking lesson is not afraid of being noisy in the class because there is a "noise in control" that will make the class more exciting Because after we have finished, we ask the students to come back to their seats or sit down, then they follow the "inertia" to become orderly We can then evaluate the comments that we have made for the speaking activities we have set out During the speaking process we should recommend students as follows: - Always speak slowly Because most students think that speaking English more quickly will be more like native speakers because most English learners find it hard to grasp information when listening to native speakers because they speak quite quickly However, this "speak as fast as possible" viewpoint is completely wrong It is recommended that students try to speak slowly and accurately If students speak slowly, your tone and stress will become softer, whereas your pronunciation will be more severe and difficult to understand, which is understandable because you won't have enough time time to form phonemes and correct intonation "Control" the appropriate speaking speed as the basic speaking principle to achieve what you want - Speak loudly enough This is an important factor in communication Because even if you talk to one person, 10 people or hundreds, you need to speak loud enough so that everyone present can listen to you easily If you say too small, what will happen? Practicing speaking with a suitable volume will help you be more confident and able to adjust your volume to suit each space and different circumstances It is best to spend about 15 to 20 minutes each day practicing English pronunciation by reading aloud words, sentences, and paragraphs in English If students practice regularly every day for months, your mouth will grow properly for speaking a new language Can record your voice and listen to the words you mispronounced People often hate hearing their own voices and tend to avoid listening to their voices However, this is a rather important practice because in this way you can identify the mistakes you often make - Pronounce all the sounds in words As mentioned above, slow English speaking will give you time to focus on the sounds in the word Maybe right now, you can omit the last or middle sound of the word, or the syllables are not accents in words This does not affect the speaker but makes it difficult for the listener Therefore, it is recommended that students focus on each sound in the word and not leave any sound especially the negative sounds of words like "s", "ed", "t", "p", etc - Using simple structures Because when you talk, no one will notice that you use a simple or complex structure to assess your ability and even no one recognizes the level of structures you are using So use a simple structure and a simple sentence pattern to facilitate communication - Thinking in English, not translate Vietnamese words One of the 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 will think in our head: "I want to cancel that appointment." Then we translate that sentence 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 to cancel the appointment" If we think in English, we won't have this problem and there are many ways to express this situation in English, for example: "I'm sorry I'm not free tomorrow "or" I am afraid I can not come tomorrow ", etc - Do not be self-deprecating about your English ability For example: When you are asked "How is your English?", You should not answer: "Oh, my English is very poor, I have no chance to practice", you should answer: "I love to speak English" or "My English is improving" Answers like this will make you feel confident When you are confident, you will no longer be afraid to speak English * Prepare a source of knowledge so students can perform speaking and reflection in situations: There are many sources of knowledge that students can collect but the problem is how much they use and accumulate? If we not guide you, you may say it without purpose Therefore, first of all, we should provide communication, conversations, simple and concise situations for students to easily use and enjoy speaking Then rely on the sentence patterns and dialogue to impose on the topics in the textbook for students to be surprised So we have to know how to process knowledge to suit students' taste We have to collect a lot of images and materials related to the new topic or word in the lesson: Those pictures can be enlarged into a large image or zoomed in to different images to insert one Small paper for students to practice In this way we not need to spend much time explaining new words, but it is interesting for students Because when students look at the pictures, students will not care about new words anymore In the beginning, I always think about how to express those pictures properly Since then the psychology of students will not be heavy on vocabulary, so it will stimulate speaking skills * How to stimulate students to perform the speaking skill from the beginning of the lesson to the end of the lesson? If they are not well prepared for the lessons, the lessons are often very discrete and make the learner feel tired as well as the teacher So teachers must prepare logically from the beginning to the end of the lesson and should not put too much "downtime" Because that will distract students, feel depressed and not excited about speaking * Specific steps for speaking + Before speaking We can use activities like: - Matching - Pre-teach vocabulary - Open prediction: (Activities predicting freedom) - Ordering: (Sort order, or pictures ) - Answer the guiding questions (pre-question) - Games + While speaking We can use: - Giving ideas - Discussing - Ask and answer (pairwork) - Matching + After speaking We can use: - Interviewing - Recall / retell the story or dialoguge - Role play / take a survey - Discuss the main idea - Summerise the main points - Card * Types of exercises are used for developing the speaking skill + Yes-no question: - Teachers give titles to practice - Teachers provide some suggested words, background knowledge, teacher modeling and then let students speak freely + Ask and answer: - Students can practice in pairs - If you practice in groups, the leader puts some questions, the other members of the group have the task to answer - Teachers can organize as a contest: Answers are scored based on language accuracy, as well as information + Dialogue: - Dialogue build: The font has basic hints or pictures -> students build dialogue and practice speaking - Disapearing dialogue: Students practice conversation in writing and have a word or phrase removed by a teacher (each word is a word) Example: S1: What like? S2: I very much -> When the students have met the requirements, the teacher erases all the lines written, only the tiles are left on the board -> students repeat the lines in full As the above example is only: S1: _ _ _ _? S2: _ _ _ _ + Substitution drills: - Replace lines or grammar problems, vocabulary learned with lines, grammar problems, new vocabulary - Teachers ask students to repeat new words and phrases one after another to practice in a chain-style way - Teachers can use the word board: Write from the hard cover and then give it to students to observe quickly Ask students to replace the word in the necessary position in the sample sentence to form a new sentence + Chain drills: - Teachers give topics to practice - The teacher starts by asking a question for some student The student who answers the teacher's question is asked to ask another question for the next student This student is responsible for answering and asking a third question for you, so that the practice of this line is continued - Questions by topic but may not need to be developed into a straightforward dialogue + Picture stories: - Teachers collect pictures and pictures with content suitable to the program - Teachers model, play roles in pictures, use suggestions in pictures to make words for characters Students observe and then practice role-plays according to the characters in the picture - Teachers can suggest by questions such as: "What is happening in picture A?" "What you see in picture B? '' - Teachers can ask students to reorganize the correct order of love story of the story -> Then the students looked at the picture to recount the main content - Teachers can ask students to assemble pictures with the words: Write the words in the cardboard, the pictures and the messy words -> Ask the students to observe the pictures and pair with the words so that they can be ordered of the episode taught in the painting is also the order of the words written on the cover + Groupings: - Teachers divide class into groups Give each group leader a copy of the list with the words and phrases according to the topic Other tasks are to add other words and phrases to each topic - The leader controls so that the team members find as many words and phrases as possible by how many points (each word must be accompanied by a correct definition) Example: Rooms in the house Living room: The place where we often welcome our guests Bedroom: Dining room: Kitchen: Bathroom: + Characters: - Role-playing game to reinforce students' understanding of the function of a certain structure in more natural circumstances - Dividing each group plays a scene according to the theme required by the teacher: For example: -Gathering information for a package holiday - Complaints want to change a new clothes to buy the day before + Mapped dialogue: - Teachers introduce context and requirements of activities - The teacher writes a few suggested words or draws a picture on the board - The teacher presents the conversation based on the suggested words or drawings - Practice conversation with the whole class - Students practice in pairs + Discussion (Discussion for students with relatively high knowledge): - Teachers raise issues to discuss (Example: about football, about a famous person ) - Groups discuss, discuss, exchange their views for a few minutes Then a representative team member reported the general opinion of the group finally let the students of the whole class discuss it To test the effectiveness of these methods, I would like to give some lessons that I applied: Example 1: Unit 13- textbook 10- FILM AND CINEMA [3] Part B: SPEAKING Activity 1: (WARMER) * Match the picture with a type of film A B C D D E Science fiction film ………………………………………… Comedy ………………………………………… Cartoon ………………………………………… Love story film ………………………………………… Detective film ………………………………………… Activity 2: 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 Activity 3: Work in groups and practice about each kind of film Look at the information below FILMS Detective Science fiction Love story Cartoon Comedy Action ADJECTIVES Interesting Moving Fascinating Boring Exciting 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 Activity 4: 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)? 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 1210 UNIT 14 : INTERNATIONAL ORGANIZATIONS [4] Part B : SPEAKING Activity 1: (WARMER) Look at the pictures then guess which international organizations they are B -> � What you know about these organizations? Their main office, aims, activities….? -> LEAD IN THE NEW LESSON Activity 2: Pvovide vocabulary and structures Vocabulary: - stand for [stænd fər] (v): - advocate ['ædvəkeit] (v) - establish [is'tæbli∫] (v) - attainment [ə'teinmənt] (n): - objective [əb'djektiv] (n) 11 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? - Its major objective is What are its main activities? - Its main activities are Activity 3: 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 animals and their habitat help meet their basic needs and help them reach their full potential - Activities: - Activities: + provide supports and funds for + carry out reseach on endangered the most disadvantaged children – species victims of war, disasters and extreme + collect data on rare and poverty endangered animals and plants + carry out education development programmes for children Activity 4: Which international organization would you like to work for: UN, WWF, WHO, RED CROSS or UNICEF? Why? Reasons: 12 - 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 a procedure that is appropriate to the new topic is important to attract students' attention and does not cause frustration or difficulty for students to succeed We must also know that when designing a speech, it is necessary to design from easy to difficult and there must be a bond between the parts Therefore, we must know how to combine the tricks from the "warmer before speaking while speaking after speaking" in a chain so that students can continue in one lesson for students to enjoy from the beginning to end 2.4 Study effects: - In the process of teaching each lesson, each content is different, I carry out different ways to organize different lessons so that they are not boring and suitable for the ability of students of class and class As a result, students acquire knowledge faster and more effectively They are able to discuss and discuss freely and practice more because I follow the process from easy to difficult Since then, it is interesting to learn for students and they are increasingly interested in the subject - Students can speak simple sentences, practice simple conversations that society requires - As a facilitator, teachers are also less hard-working, student-centered, teachers provide help when needed The result before implementing new method Total students tested: 35 Class Total students 10A3 35 pretty good rather good total average bad very bad % total % total % total % total % 14,2 18 51,6 10 28,5 5,7 The result after implementing new method Total students tested: 35 Class Total students pretty good rather good average bad very bad 13 total % total % total % total % total % 10A3 35 03 8,6 17 48,6 14 40 2,8 0 It can be seen from the above tables that the application of the method of teaching listening skills as I have mentioned above in actual teaching has been effective And it is more important that students become interested in listening skills, which can help students develop their ability to communicate in English I believe I have made the right choice when using the new method to impart knowledge to students 3.CONCLUSION AND PROPOSSALS 3.1 Conclusion This topic helps our teachers have more visions about teaching more effectively in English Teachers can choose to apply it to the students' abilities Since then students are more interested and the quality of the lesson has been improved - Because it is a difficult lesson, before preparing a lesson, teachers need to thoroughly study the lesson, determine the goal Usually, each lesson consists of parts, each section has different tricks So depending on the content of each lesson, depending on the students, teachers can combine the parts accordingly and also flexibly change the tricks to make students excited and new - Student activities such as individual, pair, group need to be explained clearly, clearly and accurately Teachers should use pictures, learning cards, real utensils and easy-to-understand communication situations to help practice confidently - To have success requires the efforts of teachers and students in the condition of teaching facilities and equipment are lacking Besides, it depends on qualifications, pedagogical arts and the enthusiasm of the teacher will overcome difficulties - We have to love the subject and study a lot of materials related to skills Through teaching, we must learn to accumulate experiences for ourselves - Through studying the topic, it helps itself to improve the level, self-study and find the optimal materials in teaching - Regularly hold funny contests to study, contest of Ringing the Golden Bell English in Block 11, English-speaking club organization for students to have the opportunity to promote their English speaking ability 3.2 Propossals As we all know, to organize a foreign language class is not simple Because each method only offers high efficiency when teachers know to choose and use the activities in a reasonable way Therefore it requires each teacher to choose the practical and appropriate English songs when using music to teach English listening skills so that students can have more fun The Department of Education and Training needs to organise the training programs and workshops for the teaching methods, especially listening skills so 14 that the teachers in Thanh Hoa province can learn, practise and share the experience to each other CONFIRMATION OF THE HEAD Thanh Hoa, July 4th, 2020 MASTER I swear this is my initiative experience, not make the copy of the others Author Đo Thi Phuong Nguyen Van Chuyen REFERENCES (TÀI LIỆU THAM KHẢO) 15 [1] Dạy học tích cực - Một số phương pháp kỹ thuật dạy học Nguyễn Lăng Bình (Chủ biên), Đỗ Hương Trà, Nguyễn Phương Hồng, Cao Thị Thặng - Nhà xuất Đại học Sư phạm, 2010 [2] Adrian Doff, Teach English – Cambridge University Press in asociation with The British Council [2] Dwaft Version- English Language Teacher Training Project [2] Celce-Murcia M 2001 Teaching English as a Second or Foreign Language (3rd ed) USA: Heinle&Heinle [2] Chaney, A.L., and T.L Burk 1998 Teaching Oral Communication in Grades K-8 Boston: Allyn&Bacon [3] Textbook English 10 – Publisher of education [4] Textbook English 12 – Publisher of education ASSESSED INITIATVE EXPERIENCES 16 (DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN) Author (Họ tên tác giả): Nguyễn Văn Chuyên Position (Chức vụ đơn vị công tác): Giáo viên, trường THPT Như Xuân TT Tên đề tài SKKN Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh ) METHODS OF TEACHING VOCABULARY FOR THE 10th CLASS STUDENTS IN NHU XUAN HIGH SCHOOL Sở GD& ĐT Thanh Hóa Kết đánh giá Năm học xếp loại đánh giá xếp (A, B, loại C) C 2016 17 ... process of teaching speaking skills myself, I have more or less thought, applied and learned experiences to develop and improve this skill for students, trying to find teaching methods The best speaking. .. all the skills, specially for students at Nhu Xuan which is one of 11 mountainous districts of Thanh Hoa province Speaking is one of the basic content, a subtle combination of teaching skills... SPEAKING SKILL EFFECTIVELY? ?? I hope the use of appropriate methods for speaking skills will help the students extremely interested in the subject, better at speaking skills 2.2 Status of the research