Adapting some speaking lessons on textbook english 10 with a view to motivating and improving students speaking skil

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING LE HOAN HIGH SCHOOL THE INITIATIVE EXPERIENCE ADAPTING SOME SPEAKING LESSON ON TEXTBOOK ENGLISH 10 WITH A VIEW TO MOTIVATING AND IMPROVING STUDENTS’ SPEAKING SKILL Author: Le Thi Hong Occupation: Teacher Field: Foreign language THANH HOA YEAR 2020 TABLE OF CONTENTS Introduction 1.1 Reasons for choosing the thesis 1.2 Objectives 1.3 Participants 1.4 Methods of the study Contents of the thesis 2.1 Rationale which affects to the thesis 2.1.1 Students’ factors 2.1.2 Teacher’s factors 2.1.3 Other factors 2.1.4 Speaking program for the grade 10th at Le Hoan high school 2.2 Some problems before implementing the thesis 2.2.1 Some features about class 10A1 2.2.2 Some problems with some speaking lessons on textbook … 2.3 Some activites to promote speaking 2.3.1 Some notes teacher should remember when ………………… 2.3.2 Some activites to promote speaking 2.4 The specific results with teaching activities, my colleagues and my school………………………………………………………………… Conclusion, suggestions 3.1 Conclusion 3.2 Suggestions References Some initiative experiences winning prices Page 2 3 3 5 10 10 11 12 19 20 Introduction 1.1 Reasons for choosing the thesis As you know, English is an international language which is used by a lot of countries all over the world It also becomes main language in communicating among different people in different countries in the world With the trend of integrating, Vietnam has been promoting their abilities in all aspects Therefore, in education, Vietnam really pays attention to teaching and learning English all schools in Vietnamese educational system English is also becomes a chore subject in national educational system From those, we see the importance of teaching and learning English in the development and integration of our country In Vietnam, nowadays students begin to learn English at primary school In high school, they continue the teaching program from primary school to secondary school They learn English with four skills such as writing, listening, speaking and reading along with language focus to continue improving their skills and knowledge Furthermore, they also prepare the best knowledge for their most important examination of graduating or use the knowledge for higher education as well as better job opportunities The students, parents, teachers, education sector and the whole country attach special importance to English In our province, Thanh Hoa, becoming a popular place for economic development and investment from inside and outside investors of the country Therefore, the trend for finding a job in the future has changed Many students hope to have a good English Speaking skill for finding a good job after studying such as a tour guide, an interpreter or a translator as well as communicating with foreigner in their job As an English teacher I know the importance of English with my students, so I always try to find out the best methods in teaching English for them In our school system, English is both different and characteristic subject It makes students curious and passionate However, it also creates a lot of difficulties and misunderstandings As a result, students sometimes feel discouraged In this situation, teacher has a very important role to transfer the passion and the enjoyment to their students When teaching English at high school, specially teaching the 10th grade at Le Hoan high school, I see that most of my students like learning English They also try their best to learn it in all skills and language focus While teaching them, I see that my students are attractive and exciting with my subject, but majority of them are weak, timid and lack of confidence in using English for communication Their vocabularies were a little, the practice of speaking and presentation was limited In the process of directly teaching at 10 th grade I realized that their speaking ability is still limited Furthermore, when asked to look and read the speaking tasks on the textbook, students seem indifferent and not pay attention to it It makes teacher feel sad and disappointed Certainly, there are many reasons for this If those difficulties are not found out and no solutions can be given, the speaking classes cannot be successful and students will be fed up with learning English All of the above reasons have inspired the author to the research “ Adapting some speaking lessons on textbook English 10 with a view to motivating and improving students’ speaking skill ” With the thesis I hope that I will contribute my little experience to help my students like and improve their speaking skill in the next courses and in the future 1.2 Objectives When teaching speaking skill to the students in the grade 10a1 at Le Hogan high school I found out some speaking lessons using too old method to attract their attention to it, it is also lack of motivation to most of the students As a result, these unattractive lessons make students less creative, less active to the lesson Step by step, they become lazy and timid From this fact, I see that an attractive lesson with a lot of suitable activities plays an important part to a successful class Therefore I decided to carry out this thesis Firstly, I want to design some new, attractive and creative activities instead of the old tasks in some speaking lesson on English 10 book From my adaptation, my students will change their attitude to each speaking lesson in the class They will see many new and magical acidities in each lesson which attract them, make them creative and interactive with their friends and their teacher more Gradually, they like to speak, express their thoughts in English more and their speaking skill will be improved Secondly, I want to create my own experiences which are useful and necessary for my teaching The experiences will be used in the next courses and bring out the good results in my job Furthermore, I also want to contribute my own experiences in teaching English at Le Hoan high school Hopefully, that the results of this study would be shared with any colleagues who had the same problem or anyone who is interested in this study Last but not least, based on the results of this action research, some changes and new methods could be applied in some lessons I hope that my students will love speaking skill more than ever before, work effectively in the speaking lessons and have good preparation in their further study or in their job 1.3 Participants The subjects chosen for the research include 46 students in the class 10A1 at Le Hoan High School with the survey questionnaires The research was carried out during the first term of the academic year 2019 – 2020 at Le Hoan High School 1.4 Methods of the study The study bases on teacher's main activities: teaching time in the class The data is collected by sets of questionnaires Some were set before using the methods and others were set after using the methods Other sources of data come from speaking tasks from the textbooks The analysis of the data hopefully will bring about reliable findings useful for the teaching of speaking to students at Le Hoan High School I also find out some related thesis or some related information on the Internet and from my fellows Contents of the thesis 2.1 Rationale which affects to the thesis Students' result in speaking lesson can be affected by some major factors which originate from students, teachers, and other external factors 2.1.1 Students’ factors a Students' learning style As we know, it is normal that there are about 40 to 50 students in peer classroom at high school They are different individuals in a class Different individuals may have different learning styles and different kinds of work They want to get different degrees of care and attention from the teacher It means that there are different reactions from students toward speaking tasks From those If teacher realizes the differences among individuals in the class when they create an activity, the students will take part in the lesson actively b Students' language level It can be easily seen that Le Hoan high school is situated at the countryside in Xuan Lai commune, Tho Xuan district Most of the people here have medium living condition, so most students learn English with very simple ways They only learn English from their teacher at school These students have medium level, few also have low level Others, but not large amount of students with good living condition from their parents, find out some extra ways for learning English such as learning outside the school, using cassette, computer and cell phone to learn online or in an English center This group of the students has good knowledge It means that students' language level is different Therefore, teacher may have some difficulties in choosing a suitable teaching method, language and activity which are used in a class 2.1.2 Teacher's instruction Before asking students to something, teacher always has to explain and instruct them If students don't understand teacher's instruction, they don't react anything This is a problem that teacher's instruction should be clear and short not too complicated To have a good instruction, teacher should prepare what they are going to say and ensure that the class's attention Next they should give the information more than one That helps students know exactly what they will have to next 2.1.3 Other factors a Time limitations Normally, in each lesson as well as in each speaking lesson it takes 45minutes for both teacher’s guide and student’s act and speaking Therefore, in some large classes with a number of students whose English knowledge is limited, it is hard for teacher’s to manage, pay attention to and focus on all students’ speech during this limited time b Classroom and material limitations In teaching lesson, there are some facilities in classroom which also affect students' learning and students' result such as the lightness, the temperature or classroom atmosphere and facilities for displaying pictures and chart As we know English is a subject which is using and updating a lot of pictures about many aspects in daily life the use of visual display to show these pictures in teaching and learning is an effective way, that makes students exciting and wants to discover the subject more Specially on textbook English 10 there are few illustrative pictures relating to the lesson, which makes the lesson less attractive and exciting 2.1.4 The speaking program for the grade 10th at Le Hoan high school Basing on the text books designed by the Ministry of Education and Training, English is taught with four skills and language focus which focus on grammar and pronunciation The speaking program at Le Hoan high school is the same as this book with the aim of improving students' abilities in speaking On English 10 textbook, we have 16 units with 16 topics for student's speaking There are a range of types to practice speaking in the class, students can work in pairs to ask and answer, work in a group to discuss a topic or work individually to give their ideas, their speech in front of the class From the content and speaking lessons of the textbook, we can see the speaking topics in the first term of the academic year It consists of the units with topics for students' writing After units, they review to prepare for the final first term test Unit 1: A day in the life of……………… Topic Speaking lesson: talk about daily activities Unit 2: School talks– Making questions and giving responses in Topic small talks Topic Unit 3: People’s background–Talk about people’s background Unit 4: Special education – Making an interview and reporting on Topic results Unit 5: Technology and you – Talking about the use of Topic moderntechnology Topic Unit 6: An excursion – Giving opinions Topic Unit 7: the mass media – talk about different types of media Unit 8: The story of my village – talk about the plans and their Topic possible results Final first – term Test 2.2 Some problems before implementing the thesis 2.2.1 Some features about class 10A1 a Advantages Class 10A1 is the class with 46 students Most of them have good knowledge about Math, Physics and Chemistry because they choose them as their main subjects for their studying and their higher education When they learn those it means that most of the students in class 10A1 have a good logical ability and they are active people Beside their main subject, they can have special ability for learning others quickly and well With my subject, English, most students in the class 10A1 really like it and also aware its importance for their future Therefore they always feel attractive and try their best to learn it Some students also have good knowledge in English both grammar and skills They react and response quickly with teacher’s requirement They are the people raising their hand first in each activity and each exercise They become encouragement for teacher in each lesson, b Disadvantages My student's attitude in learning is very good, but it also has some limitations Firstly, their main subjects are Math, Physics and Chemistry, so they spend much time studying them It means they spend little time on the others as well as English Secondly, beside some excellent students, there are many weak students who had limited knowledge at secondary school This makes them timid and has bad reflection with teacher and their friend Therefore, they become passive, less confident and indifferent to speaking skill When I asked them to read the tasks in the lesson, they seem to keep quiet and didn’t pay attention Last but not least Most of them also don't have good condition in using modern devices for studying foreign language such as computer with internet connection, radio or expensive cell phone These modern devices with internet will help students improve their speaking and listening more These are some disadvantages affecting my students in learning English As a result, it is hard for teach to design suitable activities for both kind of the students in the class These reasons leading to the problem that “why teacher has to adapt some speaking lesson on textbook English 10” 2.2.2 Some problems with some speaking lessons on textbook English 10 and their impression in students’ mind and students’ reflection about the requirement on each task I began teaching class 10A1 since September, 2019 In some first lessons I taught speaking skill based on the design of the textbook I also taught this kill with three stages pre, while and post stage sometimes I taught four stages consisting warm-up I didn't change anything in the textbook I also asked my colleges for how they taught this kill They gave me the same steps as I did You can see the method and its result which I and my colleagues used last year in teaching speaking skill in class 10A2 and other classes at Le Hoan high school as some following examples: Example 1: Unit 1: A day in the life of… Lesson: Speaking Teacher’s activities Students’ activities A WARM UP -T gives handouts that write ten subjects on Ss work in group of two the blackboard Ss have minutes to remember 1.Civic education 2.Biology all subjects and then write Technology Chemistry down them on the blackboard 4.Mathematics 5.History If the group has more correct 6.Physics 7.Geography words, they will be winner 8.Literature 10.Physical education -T introduce the new- lesson B PRE-SPEAKING How to say the time -to help Ss to revise how to say the time, T asks Ss to match a number A with a suitable phrase in B -Ss work individually and the Handout1: compare their answers with a A B friend 7:15 a a quarter to ten Expected answer: 8:05 b five to nine 1d,2c,3b,4a,5e,6g,7h,8f 8:55 c five past eight 9:45 d a quarter past seven 10:40 e twenty to eleven 17:00 f half past six p.m 6:00 g five o’clock p.m 18:30 h six o’clock a.m -T can help So remember the ways to say the time C WHILE- SPEAKING - asks Ss to practice TASK in textbook TASK1:Set the scene - asks Ss to look at Quan weekly timetable on page 15.Ask and answer questions with - look at Quan weekly timetable and work in pairs a partner, using the information from the - work individually and talk timetable about Quan’s activities, using Model: makes a short dialogue with a the picture student Note: Use some conjunctions : What time does Quan have Civic such as: Then education less on Monday? After S: He has Civic education at a quarter After that past seven on Monday Last : What lesson does Quan have at quarter - work individually and then past seven on Monday? present in front of class S: He has Civic education lesson TASK2:Describe the picture - keeps Ss work in pairs and ask them to study the pictures T may help by asking questions such as: - work in pairs, look at the pictures about Quan’s activities in the afternoon - ask and answer about Quan’s activities *What is Quan doing in picture A? * Is he getting up ? *What time does he get up? - goes around the class and provides help if necessary - calls on some Ss to Speak aloud their answers D POST- SPEAKING - asks Ss to close your textbooks and tell your classmates about your daily routine Note: Ss only talk about their main / important activities - calls some Ss to present in front of class and give them mark Example 2: Unit 3: People’s background: - stand up and practise asking and answering - close the book - go to the board and talk about their daily routine Lesson: Speaking - Close the books I Warm-up: - Working pairs and write the - Ask students to close the book full sentences - Give some words and let students complete - Each student speaks out the the full sentences: sentence they’ve done Marie Curie was born in Marie Curie/ born/ 7th/ November/ Warsaw on November 7the Warsaw/ 1867 1867 Marie Curie/ harbour/ dream/ scientific Marie Curie harbored the career/ impossible/ woman/ time dream of a scientific career, which was impossible for a woman at that time II Pre-speaking: - Asks students to practise speaking about - Work in pairs their parents, brothers, sisters… A: What is your father’s job? - Goes around and listen to them B: He’s a doctor A: How old is he? B: He’s 40 years old A: What does he like doing in his free time? B: He likes playing badminton III While-speaking: Task 1: Work in pair Decide which items below can tell you about somebody’s background - Lets students open the books and decide which items below can tell you about someone’s background - Asks students to read some words given and then let them choose which words used for someone’s back ground - Listens and corrects - continues asking students to work in pairs and discuss what questions they can use to ask about someone’s background - give feedback Task 2: Imagine you are a journalist Use the cues below to interview a classmate about his/her background or that of a person he/she knows well Change the role when you have finish - Ask students to look at the pictures again - Let students imagine they are journalists and interview each other in groups and pairs - Ask one group to the task as a model - Go around listening to some groups and help them if needed - Let some groups play in role as journalists and other answer the questions - Ask some pairs to stand in front of the class and practice speaking Task 3: Work in groups Talk about the person you have learnt about from the interview - Asks students to tell about others they’ve heard by interviewing their friends - Some groups go on speaking each other -Listens and sives feedback - Look at the book and decide the items - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education - work in pairs and discuss - give the questions - Work in groups with some cues given below (Greeting, date of birth, home, parents…) A: Hi! When were you born? B: I was born on August 18 th 1991 A: Where you live? B: I live in - Other groups go on practicing speaking - Work in groups A: Can you tell me something about Nam? B: Yes, please A: Where is he from? B: He’s from A: What does he do? B: He’s a student A: What does he like doing? B: He likes playing football IV Post-speaking: - Gives some information about Mark Twain: - asks ss to use these information to talk about Mark twain, background - read the information and talk He/ born/ Missouri/ 1835 about his background in front He/ adopt/ pen name/ “Mark Twain” of the whole class He/ write/ his famous novels/ “Tom sawyer, Huckleberry”… He/ died/ 1910 - Listen and correct or give mark if they it well From two lessons, I see that my students have different interaction with their friends and their teacher about their lesson In speaking lesson unit 1, they seem to be attractive and react quickly Specially, most of my students raise their hands to the task or give their speech about the lesson Both weak students and good students can some simple and easy tasks From Quan’s activities in the pictures they can talk about his activities easily and talk about their own activities in their daily life However, in unit 3, my students’ responses about teacher’s requirement and tasks’ demand seem slow and passive I wonder what are the differences between these two units and why my students’ responses and participation are very different between two units To know exactly the cause of this problem and to find out the solution as well as the better methods in teaching speaking I implemented a survey to get information from my students In my survey, 46 students in class 10A2 were asked to give their answer to the questions from the teacher then handed in their papers to the teacher There were the results of the survey Question 1: Do you like activities in speaking lesson at unit or unit 3? Choice Unit Unit Both Number 32 Percent 69,56% 8,69% 17,39% The result in the table shows that most students like the tasks or the activities at unit with the rate is 69,56%, 17,39 % of the students has a neutral idea and only 8,69% of them like the activities at unit This result shows us that students’ responses and participation in each unit or the activities in it are different Question 2: Why you have different responses and different participation in each unit? Reasons: A the activities at unit are simpler and more attractive than those at unit and give students more detailed cues and information than those at unit B Speaking lesson at unit gives good students chances to create and present themselves C Speaking lesson at unit is more suitable for both weak and good students than that at unit D You choose all Choice A B C D Number 0 46 Percent 0% 0% 0% 100% As can be seen from the table, most students think they need simple activities with detailed information However, some of them also need some challenge tasks to present their thoughts and their creation From the information collected I am aware of the importance and the influence of adapting some speaking lessons to make them more suitable with my students changes and adaption new activities and new teaching method becomes imperative Question 3: What should teacher to help the whole class improve their speaking skill in each lesson? A She should make speaking tasks simpler, easier and more logical B She should change some old tasks which don’t have detailed information and don’t encourage students’ intelligence C She should adapt some speaking lessons with some activities which are more suitable and attracive than the old ones D You choose all Choice A B C D Number 0 46 Percent 0% 0% 0% 100% From the number on the table, we see that all students want their teacher to make a change about the speaking tasks they see hard and design the new ones which are suitable with their ability and motivate their speaking skill From these ideas, teacher knows that she should change or adapt some speaking lessons she think that they are not suitable for studentswith a view to motivating them in each lesson and improving their speaking skill 2.3 Some activites to promote speaking 2.3.1 Some notes teacher should remember when teaching speaking skill From students' ideas as well as my own experience, I gives some notes which are necessary for speaking skill A prepare more than one suitable activity for each leson B if teacher can make the tasks simpler and easier C try to give clear and short instruction D make sure that student are motivated to work and are more interested in the speaking lesson 10 E pay more attention to less-active or quiet students and encourage them to work F manage time well in each activitiy in speaking lesson 2.3.2 Some activites to promote speaking a Discussions In this activities, the teacher can form groups of students, preferably 4, 5, or reaching in each group, and provide controversial sentence or topic The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups Then each group works on their topic for a given time period, and presents their opinions to the class At the end, the class decides on the winning group who defended the idea in the best way a Role play One other way of getting students to speak is role-playing Students pretend they are in various social contexts and have a variety of social roles In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…"(Harmer, 1984) c Information gap In this activity, students are supposed to be working in pairs One student will have the information that other partner does not have and the partners will share their information Information gap activities serve many purposes such as solving a problem or collecting information d Brainstorming In this technique, teacher asks students to work in groups and produce words and ideas about the speaking topic Then teacher asks each member of each group to go to the board and write down their ideas or stand up to talk about their ideas From this activity students produce their words and then use them for their speaking in next part e Storytelling Students can briefly summarize a tale or story they heard from somebody, or they may create their own stories to tell their classmates Story telling fosters creative thinking It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have Students also can tell riddles or jokes f Interviews Students can conduct interviews on selected topics with various people It is a good idea that s`the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized After interviews, each student can 11 present his or her study to the class Moreover, students can interview each other and "introduce" his or her partner to the class g Reporting Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting h Picture Describing Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture For this activity students can form groups and each group is given a different picture Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class i Find the difference For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis Students in pairs discuss the similarities and/or differences in the pictures 2.4 The specific results with teaching activities, my colleagues and my school To see the effect of these changes in teaching speaking skill, I continue using some examples with my students in speaking lesson with some speaking topics in the English 10 textbook in the first acadamic year With two adaptations in two units, I hope that you can see the changes in teaching speaking lesson by using the new methods You also see the positive attitude from my students in each lesson Example 1: Unit 3: People’s background - Lesson: Speaking I Pre-speaking - Asks students to close the book - Close the books - Gives some words and lets students - Working pairs and write the full complete the full sentences: sentences - Each student speaks out the th Marie Curie/ born/ / November/ sentence they’ve done Warsaw/ 1867 Marie Curie was born in Marie Curie/ harbour/ dream/ scientific Warsaw on November 7the 1867 career/ impossible/ woman/ time Marie Curie harbored the dream of a scientific career, which was - listens and gives feedback impossible for a woman at that time III While-speaking: Activity 1: Brainstorming: - asks ss to work individually to answer the questions about someone’s background - work individually and look at teacher’s mind mapping on the board 12 - gives a mind-mapping on the board - asks students’ questions “what information you want to know about someone’s background?” - gives feedback and write students’ answer on the map - continues asking questions about the topic “ what questions people often ask about family, about education…… Teacher’s mind mapping Someone’s backgroun dddddd - gives feedback Acivity 2: interview Imagine you are a journalist Use the information and the questions in the map in activity to interview a classmate about his/her background - Asks students to look at the pictures in the textbook and work as the students in it - lets students imagine they are journalists and interview each other in groups and pairs - Asks one group to the task as a model - Goes around listening to some groups and helps them if needed - Lets some groups play in role as journalists and other answer the questions - Asks some pairs to stand in front of the class and practice speaking - raise your hand and give their answer Suggested answers: + family + education + experience - take turn to answer teacher’ questions to complete the map Suggested map experienc e educatio n Someone’s backgroun d family - look at the pictures, use the questions in activity to interview A: Hi! When were you born? B: I was born on August 18th 1991 A: Where you live? B: I live in - Other groups go on practicing speaking - Practice interviewing as a dialogue A: Hello! I’m Huong B: Hello! I’m Lan Nice to meet you A: Could you tell me something about yourself and your parents? B: Oh, yes! Please - Others listen and write down Activity 3: Work in groups Talk about some information they get the person you have learnt about from the interview 13 - asks ss to work in groups and tell about others they’ve heard by interviewing their friends - Some groups go on speaking each other IV Post-speaking: Work in dividually and present what they have discussed in the previous stage in front of the class - calls some sts to tell the whole class about the people they interviewed about - Listen to them attentively and correct the mistakes - Give remarks on the whole activity - Work in groups and tell about others A: Can you tell me something about Nam? B: Yes, please A: Where is he from? B: He’s from A: What does he do? B: He’s a student A: What does he like doing? B: He likes playing football - work in dividually - go to the board and tell about their friend’s background from the information they get in the previous stages More details about students' mind mapping Have you ever took part in some clubs or social activities? Where did you study at primary school or secondary school education experience Have you ever won any prizes? How many people are there in your family? What subjec t you like best? Someone’s background family What your parents do? When and where were you born? 14 As can be seen that this period is considered to be successful Because both weak and good students have a chance to speak and express their idea from the first stage to the last stage In pre-stage students are easy to complete the sentences basing on the cues In while-stage from activity each student has chance to give the questions from easy to difficult ones such as where and when were you born? Howmany people are there in your family? Or have you ever took part in some clubs or some social activities? From these questions students are also easy to interact with their friends for interviewing their friends In Activity 3, they can use the information in two previous activities to talk about their friends’ background Post-stage becomes a chance for students to be confident and present their speaking skill more when standing in front of class and talking Students interact and cooperate effectively Therefore, Adapting this lesson is suitable and effectively Example 2: Unit 5: Technology and you - Lesson: Speaking Teacher’s activities Students’ activities I Warm-up: - Listen to the teacher - Shows a modern device (or a picture of - Look at the things teacher shows a modern device) and asks students the and answer the questions: questions: It’s a fax machine What’s this? It’s used to send and receive What is it used for? letters quickly - Ask students to name some modern - Computer, radio, T.V, electric devices they know cooker, air conditioner II New lesson Pre-speaking: - Ask students some questions: - Listen and give the answer Can you tell me what a fax machine is It is used to send or receive a used for…………….? document quickly What does a fax machine allow us? It allows us to send a document - From students’ answer, introduces the - listen to the teacher way to ask and answer about the use of morden device - asks ss to use these structures for next activities 2.While-speaking: Activity 1: Discussion - work in groups - divides the class into group, asks ss to - look at the picture, ask and work in groups and gives each group one discuss the use of the modern picture device - asks each group to look at their group - stand up and talk about use of picture, ask and discuss about the use of the modern device from the the mordern device from it picture 15 - calls each group two students to stand up, one takes the picture and the other talk about it uses - walks round and listen to the students - asks other groups to give comment about their friend’ speech -gives feedback Group 1: a cell phone Group 2: a radio Group 3: a television Group 4: a fridge Group 5: a washing machine Group 6: an electric cooker Activity 2: complete a map - Ask students to work in pairs - gives student a big map on the board and asks each pair to read task in the textbook and use the in formation to complete the map - in the map, there is lack alot of information, ss have to read book and give their answer for teacher - walks around and helps students Teacher’ map: ……… Allow us Information technology We can… with the development of information technology ………… …… - give comment about other groups’ speech - work in pairs - look at the map and read task in the textbook - read book and fill the lack information - stand up and give their answer Suggested answers: store Information process send houses, bridges, gardens make 7.send receive hold ………… …… ……… ………… - calls some students to stand up and give their answer - gives feedback Activity 3: Talk about the uses of information technology using information in activity - Ask students to look at the ideas in activity on the map to talk about the uses of information technology 16 - calls some students to stand up and talk - gives feedback Post-speaking: - asks ss to talk about the uses of information technology in their daily life by using some ideas or information on the whole lesson - calls some students to go to the board and speak - asks others to give their comment - gives feedback - use information in activity to talk about the uses of information technology - stand up and talk - talk about the use of information technology in their daily life - go to the board and talk - give their comment Pictures for activity 1: Group 1: Group 2: Group 3: Group 4: Group 5: Group: 17 Detailed map for activity allow us Information technology …(1)… very large amount of information transmit …(2)……… .quickly (3)………information as soon as we receive it (4)……message from one computer to another We can… with the development of information technology design……… , …(5)…… ,…….and building …(6)…use of central stores of information …(7)….TV programmes to other country and… (8)… …them from others ……(9)… long distance meetings in which the participants can see each other on ascreen In this lesson, there are a lot of activities for students to create and give their thoughts and ideas such as activitiy and activity Students also have words and information to speak or talk in front of the class They also interact with their friends and their teacher easily and effectively Therefore, This lesson is also considered successfully From examples before adapting speaking lessons and examples in adapting two lessons we can see some changes Before After - The whole class didn't work - the whole class work and interact effectively Weak students were passive with each other effectivelly All and timid to speak students can speak - the activities were not suitable and - activities are simple and atractive, boring, didn’t give students chance to help students to develop their create and express their ideas creation and their idea - Students weren't motivated - Students were motivated After adapting some speaking lessons for class 10A1, I also produce some research questions to know exactly its effect and students' result in this lesson Question 1: " What you think of the activities in speaking lessons today?" Students choose these following answers: A very boring B boring C interesting and challenging D very interesting 18 Choice A B C D Number 0 30 16 Percent 0% 0% 65,21% 34,78% From the table, we can see that most students loved speaking lesson on that day From teacher's statistic, adapting of the two lessons was effective Question 2: " What you think of your speaking performance today?' Choice very bad Bad Fair Good very good Number 0 26 12 Percentage 0% 0% 17,39% 56,52% 26,08% It appeared that most students completed their speaking lesson The number of the students though that their speaking presentation was good and very good accounted for very high rate 56,52% and 26,08% 17,39% of the students could complete their speaking normally There were no students stated that their writing performance was bad and very bad Question 3.: " What were the good points of adapting speaking lesson today?" A The activities was suitable and logical for both weak and excellent students B Students were motivated C The adaption helped students to build their confidence in speaking and overcome their weakness and timidness Therefore students improved their speaking skill D All were correct Choice A B C D Number 0 46 Percentage 0% 0% 0% 100% All of the students agreed that the adaptation helped them much in their speaking From that time they began to love speaking skill more The methods are not only used in class 10A1 which I am teaching My colleagues also used them in their class and got good results from their students From this thesis my colleagues and I find that we love teaching speaking skill more because our students love it too From the methods we can help students perform their speaking well and become more confident in communicating with their friends and their teachers in English Conclusion, suggestions 3.1 Conclusion: Like reading, listening, writing skill and language focus, Speaking is an important and essential part in teaching and learning English Speacially, English becomes main and international language in communicating among different people in different countries in the world Improving sudents’ speaking skill is becoming imperative.Therefore, Teacher has to update new things and new methods and adapt the lessons to make them more suitable and attractive with her students Those make them change their attitude to speaking and love it more With thoughts and hopes in changing speaking lessons to make it simple 19 and attractive for students than them ever before I try “ adapting some speaking lessons on textbook English 10 with a view to motivating and improving students’ speaking skill” I also think that to teach speaking lesson effectively, teachers should follow these things Teacher should pay attention to students' abilities, students' knowledge and students' participant in each class To make the lesson successful, teachers have to create students' interest and attractiveness Teacher should manage the time well in each activity of speaking lesson Moreover, try to give clear and short instructions Teacher should create some suitable activities for students to take part in and speak They are all methods which derived from my own knowledge and my own experience Because my teaching time and my experience isn't long enough, I can't avoid some shortage and limitation I hope to get more ideas from other teachers so that this thesis will be full, effective and diverse in teaching speaking skill, which helps students improve their speech 3.2 Suggestions Teaching at Le Hoan high school, I see some problems so I give some following suggestions I hope that it will be decorated a lot of modern devices such as computer room and overhead project (OHP) for teaching and learning foreign language Teachers at high schools have more chance to meet and exchange their knowledge and their experience in teaching `Last but not least, I hope that teachers never stop learning and finding out new methods in teaching English I express my sincere thanks HEADMASTER'S CONFIRMATION Đỗ Thanh Nam Thanh Hoa, 28th June, 2020 I insist that this initiative experience be my own writing, not copy the others' content Lê Thị Hồng 20 REFERENCES Celce-Murcia M 2001 Teaching English as a Second or Foreign Language (3rd ed) USA: Heinle&Heinle Chaney, A.L., and T.L Burk 1998 Teaching Oral Communication in Grades K-8 Boston: Allyn&Bacon Baruah, T.C 1991 The English Teacher's Handbook Delhi: Sterling Publishing House Brown, G and G Yule 1983 Teaching the Spoken Language Cambridge: Cambridge University Press Harmer, J 1984 The Practice of English Language Teaching London: Longman McDonough, J and C Shaw 2003 Materials and Methods in ELT: a teacher’s guide Malden, MA; Oxford: Blackwell Nunan, D., 2003 Practical English Language Teaching NY:McGraw-Hill Staab, C 1992 Oral language for today's classroom Markham, ON: Pippin Publishing The Internet TESL Journal, Vol XII, No 11, November 2006 10 http://iteslj.org/Articles/Kayi-Teaching Speaking.html ABBREVIATIONS SS: Students T: Teacher S: Student 21 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 Họ tên tác giả: Lê Thị Hồng Chức vụ đơn vị công tác: Giáo viên – Trường THPT Lê Hoàn Kết Cấp đánh đánh giá Năm học giá xếp loại TT Tên đề tài SKKN xếp loại đánh giá xếp (Phòng, Sở, (A, B, loại Tỉnh ) C) Some methods for teaching Pre-writing effectively Sở GD&ĐT helping the 11th grade C 2015 - 2016 Thanh Hóa students improve their writing skill 22 ... class These reasons leading to the problem that “why teacher has to adapt some speaking lesson on textbook English 10? ?? 2.2.2 Some problems with some speaking lessons on textbook English 10 and. .. creation From the information collected I am aware of the importance and the influence of adapting some speaking lessons to make them more suitable with my students changes and adaption new activities... “ Adapting some speaking lessons on textbook English 10 with a view to motivating and improving students? ?? speaking skill ” With the thesis I hope that I will contribute my little experience to