How to motivate grade 11 students at le loi upper secondary school in speaking lessons

How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons CONTENTS A INTRODUCTION I REASONS FOR CHOOSING THE RESEARCH Page 1 II AIMS OF THE RESEARCH III SCOPE, OBJECT AND RESEARCHING METHOD B DISCUSSION I MOTIVATION Definition of Motivation 2 Motivation and Language Learning Motivation in the ESL/EFL Classroom Types of Motivation De-motivating Factors in English Language Learning II WAYS OF MOTIVATING STUDENTS IN SPEAKING LESSONS Ways of motivating students in speaking lessons Demonstration of activities usually used in teaching English 11 at Le Loi upper-secondary school III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 13 IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING 22 C CONCLUSION 22 I CONCLUSION 22 II RECOMMENDATIONS 23 D REFERENCE BOOKS 25 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons A INTRODUCTION Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p 13) Speaking is a crucial part of second language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language I REASONS FOR CHOOSING THE RESEARCH Many learners have found difficulties in learning English There are multiple reasons that hinder their learning process Students may not be aware of the significance of English itself; others may learn English just to achieve good grades in the exams However, most of those learners are actually not motivated Without motivation, they are less interested in learning English as subject though this category of students knows how English is important in the modern world Therefore, motivation has an effect on learning English Consequently, this study is about the role that motivation has while learning EFL The current stuudy aims to make students and teachers aware of the role that motivation plays in acquiring a foreign language Moreover, learners need to know the factors that lead them to be motivated to speak during classes and the other ones that hinder them from improving themselves The study is widely going to deal with the significance of teachers in motivating the learners in EFL classrooms Importantly, teaching strategies are what the teachers need to know to help their students to sustain their self-confidence All mentioned above, I have decided to suggest activities I have ever taught my grade 10 students at my school II AIMS OF THE RESEARCH - To introduce how to teach speaking skills - To show ways of motivating students to speaking in English - To show how activities can be designed to arouse students’ speaking English in grade 10 at Le Loi upper-secondary school - To build up students’ confidence III SCOPE, OBJECT AND RESEARCHING METHOD - Scope : Researching in the process of teaching English 11 at Le Loi upper-secondary school - Object: This subject is concerned with ways of designing activities in the class How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons - Researching method: Teaching speaking reference books , discussing with other teachers, applying in teaching, observing and drawing out experiences B DISCUSSION I MOTIVATION Definition of motivation Motivation as a term is derived from the Latin word ‘moveo-movere’ which means ‘to move’ in English In his research, Walker (2011) states that motivation is the element that moves humans to decide taking certain choices to be engaged and to be able to continue a behaviour (Ushioda, 2011, p 3) Actually, it is often used to describe certain sorts of behaviour A student who studies hard and tries for top grades may be described as being "highly motivated", while his/her friend may say that he is "finding it hard to get motivated" Such statements imply that motivation has a major influence on our behaviour Motivation can be defined as a concept used to describe the factors within an individual which arouse, maintain and channel behaviour towards a goal Another way to say this is that motivation is goal-directed behaviour Motivation and Language Learning Second language refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual It is not the same as a foreign language, which is a language learned that is not generally spoken in the individual’s area In research on motivation, it is considered to be an internal process that gives behavior energy, direction and persistence in research (in other words, it gives behavior strength, purpose, and sustainability) Learning a new language takes time and dedication Once you do, being fluent in a second language offers numerous benefits and opportunities Learning a second language is exciting and beneficial at all ages It offers practical, intellectual and many aspirational benefits In learning a language, there can be one or more goals – such as mastery of the language or communicative competence – that vary person to person There are a number of language learner motivation models that were developed and postulated in fields such as linguistics and sociolinguistics, with relations to second-language acquisition in a classroom setting The different perspectives on second language motivation can be divided into three distinct phases: the social psychological period, the cognitive-situated period and the process-oriented period Motivation in the ESL/EFL Classroom How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons Motivation has long been a major problem for most teachers of English as a Second Language (ESL) or as a foreign language not only in the Arab World but also elsewhere Motivation in the ESL/EFL classroom is easily one of the most important factors as I'm sure most teachers would agree with me The main reason I'm coming to this point of view is that most of our students have low motivation to learn English In addition to that, while most of them have a vague sense that whether "English will be useful for my future" or not, they don't have a clear idea of what that means, nor is that a very strong motivator; it's too vague and too far off Types of Motivation Many scholars acknowledge the importance of motivation in learning as “it can influence what, when, and how we learn” (Pintrich & Schunk, 2002, p 6) Whereas motivated students tend to engage in activities that they believe will help them learn, unmotivated students are not able to be systematic in making an effort in learning, as are motivated students The importance of motivation is often emphasised in the field of language and linguistics According to Cook (2000), three main factors explain the speed of learners’ learning in second language acquisition (SLA): age, personality, and motivation He also stated that motivation is the most important among these three elements Masgoret and Gardener (2003) supported this point and claimed that motivation is responsible for achievement in a second language In addition, many reserachers have noted that 99% of language learners who show strong motivation were able to achieve a reasonable working knowledge regardless of their language aptitude Intrinsic motivation Intrinsic motivation is a motivation to learn that comes from an internal force such as interest in language learning or the desire for further personal development in general It compares with extrinsic motivation, which is motivation from external pressures such as the need to speak English for work or because a parent has sent a learner to class Example: Often high level learners show a high degree of intrinsic motivation as they continue to study a language beyond any practical need Extrinsic motivation Extrinsic motivation is a motivation to learn caused by external pressures such as work, because a parent has sent a learner to class, or the need to gain a qualification in the language It contrasts with intrinsic motivation, which is an internal force such as interest in learning a language to communicate with other people or for further personal development in general How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons Example: Exams preparation classes often have a high degree of extrinsic motivation as learners are attending class to pass an exam, often for work purposes De-motivating Factors in English Language Learning Problem statement: Demotivation is a relatively new issue in the field of second/foreign Language learning motivation Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular Demotivating factors are essential factors which negatively influence the learner’s attitudes and behaviors and hence lead to undesired learning outcomes The purpose of the present study was to analyze the effective factors on demotivation for English language learning among a group of Iranian university students De-motivating Factors in English Language Learning 5.1 Lack of perceived individual competence 5.2 Lack of intrinsic motivation 5.3 Inappropriate characteristics of teachers’ teaching methods and course contents 5.5 Inadequate university facilities 5.6 Focus on difficult grammar II WAYS OF MOTIVATING STUDENTS IN SPEAKING LESSONS Ways of motivating students in speaking lessons While they excel in the other skills, they find it difficult to speak, not because they not know how to, but because they are afraid to so This is even more problematic when it comes to older learners and adults as there is the common fear of making a fool of themselves in front of their peers There are, of course those more unique learners who will try to dominate the ESL classroom when it comes to speaking, however, more often than not this is not the case and when it does happen it also limits the less confident learners What they need more than instruction is confidence and the motivation to speak out in class and not be afraid to so As ESL teachers it not only our duty to teach, but it is also our duty to motivate our learners to speak out and participate We need to help reduce their fears and provide a comfortable environment for them to learn and to make them feel more at ease Speaking is by far the most important skill needed when it comes to ESL learning Speaking is everywhere in real life and even though the learners may be able to avoid skills such as reading and writing English in real life, it is not the case with speaking So how can we motivate our learners to really love speaking English? What can we to help reduce fear and give them the confidence they really need? Those students who have more of a positive attitude when it comes to language learning will be less likely to suffer from performance and learning anxiety thus making them participate more Here are a couple of useful tips and techniques that you as an ESL teacher could implement in the classroom to help those more reluctant to speak out How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons 1.1) - “Pair work” or “Group work” One of the successful ways, if the teacher is resourceful and skilful enough, to motivate his/her students to participate in speaking lessons is to use “pair work” or “Group work” appropriately.Language is best learned through the close collaboration and communication among students This type of collaboration results in benefits for all or both learners In fact, learners can help each other while working on different types of tasks such as using dialogue speaking, interviews, drawing pictures and making comments about them, play roles, etc… Researches on Second Language Acquisition have shown that learners have differences in mastering skills While one student is good in drawing, another can be good in expressing ideas verbally; a third other student can be good at role play and imitation Besides, some students find it less stressful, if not much comfortable to learn certain rules or usages of language from their pears and comrades than from their teacher.Finally, communicative language teaching requires a sense of community and anenvironment of trust and mutual confidence which “pair work” or “Group work” can provide 1.2) The seating of the students The way the students are seated in the classroom will often determine the dynamics of the lesson Indeed, a simple change in the seating pattern can make an incredible difference to group coherence and student satisfaction, and I’ve seen many other cases where seating has been a crucial element in the success or failure of the lesson.The seating pattern you use may, in some cases, not be fully under your control – if for example the desks are fixed to the ground or the school has strict rules about not moving the furniture Student numbers are also going to be an issue I’ll talk about average size classes – anything from 35 to 40 Teachers have different preferences for seating arrangements – groups seated round small tables is often one choice This is probably the best option for the larger classes in this range, but for smaller numbers and with adult or teenage students I think the horseshoe shape, which I find has all of the advantages of groups, and none of the disadvantages A horseshoe may be desks in a U-shape with a hollow centre, students in a semicircle on chairs with arm-rests and no desks, or students seated around three sides of a large table, with the teacher at one end In any case, whatever seating pattern you choose or is imposed on you, the class is likely to be more successful if you keep the following principles in mind: a) Try and maximise eye contact Both teacher to student and student to student In full class phases of the lesson, if the person who is speaking does not have eye contact with the others, then attention is likely to drop This is the main reason I personally think the horseshoe shape to groups is better b) Make sure students are seated at a comfortable distance from each other Make sure you don’t have one student sitting alone or outside the groups Besides, try to leave a fair empty, but not so much a space because large How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons distances between the students will tend to lead to a “muted” atmosphere, low pace, and less active student participation in the lesson c) Think in advance about how you will organise changing partners or changing groups This is a stage of the lesson which can potentially descend into chaos if it’s not tightly controlled, with students wandering aimlessly around not knowing where to go or confidently moving to the wrong place 1.3) The Error Correction It is always asked whether we should correct all students’ errors, whenever they occur The reasonable answer is that if we stop at every single error and treat it with no room for errors to take place, this will lead to a gap of communication and students will be too much afraid of making mistakes Hence, due to being too much obsessed with making errors, students will be too much reluctant to participate.Thus, Teachers should be aware of when to correct errors and how to that without any hurt and humiliation In a learner- centered classroom, it should be better to correct errors, which students make unconsciously, whenever there is a gap of communication or when not treating the error will result in a misunderstanding of the idea expressed Concerning the ways of how to correct errors, there are several techniques which the teacher, who is seen as the monitor, should choose from them according to the type of the error and task where the incorrect form of language occurs Among these ways of correction we can state: self correction, peer correction and teacher correction 1.4) Role play This is another technique to vary the pace the lesson and to respond to the fundamental notion of variety in teaching Teachers are advised to use the roleplay activity in order to motivate their students and to help the less motivated learners take part in the lesson Besides, certain tasks in the student’s book are followed by a role- play activity where it becomes a necessity to undergo such an activity As good examples of that we can state: the hide (item) and guessing game, dramatizing an interview of customer and shop assistant, doctor and patient conversation, etc… 1.5) Using realia, flash cards, Stories and songs in teaching Realia and flash cards are considered as important tools in teaching especially a foreign language, since they play the role of a facilitator in teaching new vocabularies such as fruits, vegetables, clothes items, etc…Besides, they are very helpful in drawing especially beginners’ attention to follow and match new words to items In addition, realia is an authentic material that helps the teacher to overcome classroom artificiality.Creating stories with the students is another way of developing speaking and writing skills Actually, creating stories is grounded in the students’ ability to create a story from their personal experience In creating stories some issues are revealed such as: a) fluency, b) whether the students have enough language to create the story, and c) accuracy How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons Teachers are able to demonstrate techniques of using songs in different ways to teach grammar, vocabulary, pronunciation and community building because the students like songs and they motivate the students to learn the English language in an interesting way Teachers can elicit students’ ideas about the song through activities such as prediction, mind maps, word splashes, etc Students discuss questions such as the feelings in the song, what will happen next, etc and write their responses in an interesting manner Students may write and present how the song makes them feel and then draw a picture of their feelings while listening to the song Teachers respond to this presentation and ask questions Then, feedback is provided from the group 1.6) Using audio visual material: cassette player, video, computer… Since our schools are equipped with various audio visual materials such as cassette recorders, videos, computers, projectors, magic boards and many others, teachers should use these materials when teaching Indeed, they should include the appropriate material to use while planning their lessons For instance, we should include a cassette player in a lesson based on listening, while we need to include a computer in any e-lesson or a lesson about designing a website or an internet page about your school Whereas, we can use an overhead projector in presenting writing drafts for classroom correction or to read 1.7) Using the first language (or native language) in the EFL/ ESL classroom Should we or shouldn’t we use the students’ first language (L1) in the classroom? This is one of the questions which most divides EFL/ESL teachers, whether they are for it or against it.The main argument against the use of the L1 in language teaching is that students will become dependent on it, and not even try to understand meaning from context and explanation, or express what they want to say within their limited command of the target language (L2).But there are other, historical reasons why the use of the students’ mother tongue went out of favour Initially it was part of a reaction against the Grammar-Translation method, which had dominated late 19th and early 20th century teaching, and which saw language learning as a means towards intellectual development rather than as being for utilitarian, communicative purposes But, we can say that there are a few cases when we can resort to the student’s mother tongue such as- When there is a gap of communication or total misunderstanding, since it can prevent time being wasted on fruitless explanations and instructions, when it could be better spent on language practice.- It can be used contrastively to point out problem areas of grammar For example, various course books, like Headway, now encourage students to translate model sentences into their own language in order to compare and contrast the grammar It can be used with beginners, when students are trying to say something but having difficulty, they can say it in their own language and the teacher can reformulate it for them.- When students need to combine the two languages, for How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons example in those lessons whose focus evolve around translation and interpreting Demonstration of ways of motivating grade students at Le Loi uppersecondary school in speaking lessons 2.1 Pair work: Examples : Unit – Friendship - Part B: Speaking Task 1(controlled practice): Look at the people below and describe their physical characteristics Lower students: Teacher: Aks students to work in pair to ask and answer questions about the people in the pictures Students: Prepare the questions related to the physical characteristics of the people Student 1: Can you describe the man/ woman / girl/ boy in the picture? Student 2: The man/ woman/ girl/ boy is He/ She has got Good/advanced students: Teacher: Aks students to work in pair to ask and answer questions about their mother/ father/ brother/ sister/ closest friend Students: Prepare the questions related to the physical characteristics of their relatives/ closest friend Student 1: What does your mother/ father/ brother/ sister/ closest friend look like? Student 2: My mother/ father/ brother/ sister/ closest friend He/ She has got Unit – Competition – part B: Speaking How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons Task (controlled practice): Work in pair Ask your partner how he/she feels about each type of the competitions/ contests given in Task (on page 69 Textbook Tieng Anh 11) Competitions/ contests: General Knowledge Quiz English Competition Art Competition (Painting, drawing, Sculpture,…) Poetry reading/ Reciting Competition Singing Contest Athletics Meetings Low students: - Ask and answer about the Competitions/ contests using the sample below: Student 1: Do you think (that) General Knowledge Quiz is great? Student 2: Yes, I do./ No, I don’t Student 1: Why/ Why not? Student 2: Because I can have a good chance to test my general knowledge Better students: - Ask and answer about the Competitions/ contests using different expressions of how people feel about something Example: Student 1: What you think of General Knowledge Quiz ? Student 2: Oh, it’s great It’s an opportunity to test my general knowledge 2.2 Group work Unit – Competition – part B: Speaking Task (production): Work in groups Talk about a competition or contest you have recently joined using the suggestions below - Where and when did you see or take part in it? - What type of competition or contest was it? - Who organized it? - Who participated in it? - Who won the competition/ contest? - Did you enjoy it? Why/ Why not? Teacher: - Ask students to work in groups of (one advanced student, two good students, low students) to talk about a competition or contest Students: - Use the structures of puposes to talk talk about a competition or contest they have recently enjoyed or seen Low students: talk about the name, the place and the time of the competition or contest 2.3 The seating of the students Here are som suggestions: How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons + What does he/ she look like? + How did you know him/ her? + What is he/ she like? + What does he/she like doing in his/ her freetime? + How you keep contact with each other? III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 UNIT 1: FRIENDSHIP LESSON 2: SPEAKING Class 11A2, 11A5, 11A10 I Objectives: I Knowledge: II Skill: Speaking Education aims: Sts know about the qualities of a true friend Knowledge - Students know how to describe about features and characteristics of someone - Students can make a dialogue talking about a famous person Skills + Speaking: -Asking and answering about features and characteristics of someone -Talking about features and characteristics of someone II Anticipated problems Sts may not know about some difficult adjectives to describe a person III Teaching aids Textbook, chalk, board, pictures IV Procedures: Teacher's activities Students' activities Warm-up:( mins) - Aims: to revise the names of school subjects - Ask sts to close their books - Close their books - Ask students to play a game - Work in groups of three or four Competition game – Word search to play word search game - T divides the class into small groups of – Ss Then T distributes the following puzzle handout for Ss to in their own groups Which group finishes first and has all the correct answers will be the winner - A variant of this activity: T draws or prepares big copies of the word search and 13 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons hangs them on the board T calls pairs of Ss to go to the board and ask them find all the adjectives as quickly as possible The pair with the quickest and most correct answers will be the winner The adjectives in the box below are hidden Find and circle the words in the puzzle Find them as quickly as possible Tall beautiful Caring medium honest understanding handsome sincere humorous HONESTSIGNSAD UIUHRNOINUBOC MTNGGF TERU EG A OUHDEA NHBT AE R RT ALLD MEDI UM I OONGRABHOLTNN UNDERS TANDING SHSINCERESFMU SMOUGE NEROUS O RIMFAUDAARLI D EEEUUNOUHRHMH IAMASAULRBLMA NECUNTENSEDMS Presentation:( mins) - Aims: to teach some vocabualaries and introduce the way to describe a person 2.1 Vocabulary - Present the new vocabulary: Medium –/ˈmidiəm/ - trung bình, vừa using pictures: tall – short - medium Hospitable - /hoˈspitəbəl/ - hiếu khách explanation Crooked - /’krukid/ - cong, oằn, xoắn (mũi) – using picture 2.2 Structure - Introduce briefly what sts are going to in this lesson - Ask sts about the verb they often use to descbribe a person Present the grammar of the verb “to be, to look, to have got, to be like” used to describe people - Speak aloud their answers: Tall medium handsome beautiful honest sincere Caring understanding humorous Listen to the teacher - The verb “to be, to look like, to have got, to be like” - Listen and take notes - Make examples using the verb“to be, to look, to have got, to be like” to describe their brother/ sister 14 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons E.g: My friend is tall He looks handsome He has got an oval face He is like warm-hearted - Ask sts to make examples using the verb“to be, to look, to have got, to be like” to describe their brother/ sister S: The question begins with " What time ?" S: What time does Mai go to school? S: Give more examples Controlled- practice:( 20 mins) - Aims: Sts practise speaking in pairs + Task 1: Look at the picture below and describe their physical characteristics - Listen to the teacher Instruction: You are going to look at the picture of people on page 15 and describe them in pairs - Before letting Ss the task, T asks them to read Useful language on page 16 - Look at the handouts T may provide some adjectives/expressions used to describe people’s appearance for sts by using handout She may also give Ss a handout of these adjectives and expressions Describing people’s appearance Height Build Hair Tall, medium, short Slim, plump(bụ bẫm, đầy đặn), overweight/obese (béo phì),Thin, muscular (vạm vỡ) athletic, stocky (thấp , nịch), well-built (lực lưỡng), of medium/average/ normal build Normal order of activities used to describe one’s hair: length, style and colour + length: long, short, shoulder-length(ngang vai) + style: straight, wavy, curly, crew-cut (đầu cua)) + colour: black, grey, red, brown Others: a fringe (mái), a bu (búi tóc) plait(s) n , 15 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons Face Eye Nose Chin Lips Forehead Skin General Appearanc e Age sam)( to wear one’s hair in a bun/a plait/plaits), receding, bald Oval, round, large, square, skinny, chubby(phúng phính) long, with high , cheek-bones(gị má cao) Small, big, black, brown, blue Straight, crooked, turned up(hếch), big, small, flat(tẹt) Pointed chin(cằm nhọn), double chin(hai cằm), no chin Thin, full, narrow, heart shape d Broad, high White, pale, suntanned, oriental, dark, brown, coffee-coloured, black, a smoot complexion, pale h complexion (da tái)/ dark complexion, clear skin, greasy skin(da nhờn) Beautiful, handsome, pretty, good-looking, plain She was in her late teens /he was in his early twenties (21-23 tuæi)/she was about thirsty years old/his twelveyear-old son/a middle- aged woman/a man in his sixties Lower students: Teacher: Aks students to work in pair to ask and answer questions about the people in the pictures Students: Prepare the questions related to the physical characteristics of the people Student 1: Can you describe the man/ woman / girl/ boy in the picture? Student 2: The man/ woman/ girl/ boy - Ask and answer questions about the people in the pictures using the sample 16 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons is He/ She has got Good/advanced students: Teacher: Aks students to work in pair to ask and answer questions about their mother/ father/ brother/ sister/ closest friend Students: Prepare the questions related to the physical characteristics of their relatives/ closest friend Student 1: What does your mother/ father/ brother/ sister/ closest friend look like? Student 2: My mother/ father/ brother/ sister/ closest friend He/ She has got + Task 2: Work in groups Discuss and number the following personality in order of importance in friendship Instuction: You are going to discuss and number the personalities in order of importance in friendship and then report the results -T divides the class into groups of with a group leader They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class T reminds Ss that they have to explain their choice as well - T goes round to offer help when Ss discuss - T calls on some Ss to report the results of their discussion - Ask and answer questions about the people in the pictures using the sample - Work in groups of - Report the results to the class Ss’ answer may be: My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friend - T elicits feedback from the class and gives final comments Free practice:( 10 mins) - Aims: sts practise speaking freely, they can express their own ideas Talk about a famous friend 17 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons + Task Role-play: Talk about a famous friend Instruction: Imagine that you have a friend who has just won the first prize in Mathematics A journalist is going to interview you about your friend Act out the interview in pairs - T may elicit the questions they may ask, for example: Low students: + What is his/ her name? + When was he/she born? + Where is he/ she from? + What does he/ she look like? + What is his/ her hobby? Good students: + What is his/ her name? + When was he/she born? + What is his/ her nationality? + What does he/ she look like? + How did you know him/ her? + What is he/ she like? + What does he/she like doing in his/ her freetime? + How you keep contact with each other? Homework: ( min) - Write a paragraph ( about 80 words) about their best friend Unit 12: THE ASIAN GAMES Period - B: SPEAKING Class 11A2, 11A5, 11A10 I Objectives: Aims: - ask for and give some information about Asian Games - express their own ideas own ideas about sport results and about their favorite games or athletes Knowledge: - General knowledge: Asian Games - Language: - Words concerning sports, Asian Games - The way to tell about sports and Asian Games II Methods: integrated, mainly communicative 18 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons III Anticipated problems: - Problems: Some of students may have little knowledge about sports and Asian Games - Solutions: The teacher provides some general knowledge about sports and Asian Games before they practise speaking IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Teacher's activities Students' activities Warm-up:( mins) - Aims: to revise the names of Asian countries Game: Stop the bus - Put Ss in teams - Draw two lines on the board and label them with categories Group A Group B Country: Sports: - Play the game in teams - Give Ss a letter from the alphabet, for example letter M As quickly as possible, they should think of a word connected with each category beginning with letter M and write them down For example: Country: Malaysia Sport: mountain climbing - The first team to write down one word for each category should shout: "Stop the bus" If the words are correct, give the team one point then choose another letter - Check Ss' understand the instructions - Suggested ideas: -T,P,V; -B,C,MT: Thailand - Table tennis/ Tennis P: Philippines/ Pakistan - Ping pong V: Vietnam - Volleyball B: Brunei - Basketball / Boxing / Bodybuilding / Billiards - Guess the word(s) related to the letter(s) - Write down one word for each category should shout: "Stop the bus" If the words are correct, give the team one point then choose another letter 19 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons C: Cambodia - Chess M: Malaysia / Myanmar Mountain biking/ climbing S: Singapore - snookers/ Squash Declare the winning group Presentation:( mins) - Aims: to introduce the simple past tense, and the passive voice of the verbs in the simple past tense Useful Language: - revise the simple past tense and the - Use simple past tense to talk about passive voice of the verbs in the the events in the past simple past tense - Passive Voice can be used to talk about the year the Asian games took place E.g: The first Asian Games were held in 1951 in New Delhi, India - Ask sts to give examples about the events in the past using the simple past tense and the passive voice of the verbs in the simple past tense Controlled- practice:( 20 mins) - Aims: Sts practise speaking in pairs + Task 1: Work in pairs Repetition and substitution: - Ask sts to open their books - Introduce the requirement of the task - Ask sts to look at the table in the textbook and read through it - Ask Ss to look at the dialogue on page 139 and repeat the conversation - Ask Ss to use the information in the table to substitute for the suitable information - Teacher moves around to give help Example: A: When and where were the 2nd Asian Games held? B: They were held in 1954 in the Philipines A:How many coutries took part in the Games/ - Give examples about the events in the past - Work in pairs - Look at the table in the textbook and read through it - Look at the dialogue on page 139 and repeat the conversation 20 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons B: 18 A: How many sports were there at the games? B: , - Some pairs come to the front of the Feedback: Ask some pairs to come to class and act out their coversation the front of the class and act out their coversation + Task 2: Work in groups - Ask sts to work in groups of with different levels - Ask sts to take turns to talk about the sports results of the Vietnamses athletes at 14th Asian games, using the information from the table on page 140 - task - Teacher moves around to give help Example: At the 14th Asian Games held in Busan, Korea, in bodybuilding, the Vietnamses athletes won one gold medal and one bronze medal In billiars, they won one gold medal and one silver medal Feedback: - Ask some of groups to stand up and talk about about the sports results of the Vietnamses athletes at 14th Asian games Free practice:( 10 mins) - Aims: sts practise speaking freely, they can express their own ideas - Ask sts to talk about the Vietnamese athlethes they know -Give sts some suggested names: Bodybuilding - Ly Duc, Pham Van Mach; Wushu: Nguyen Thuy Hien, Nguyen Thi My Duc; Shooting: Nguyen Manh Tuong, Hoang Xuan Vinh; Billiard: Tran Dinh Hoa, Luong Chi Dung, etc - Ask some of sts to present Homework: ( min) - Work in groups of with different levels - Take turns to talk about the sports results of the Vietnamses athletes at 14th Asian games - Some of groups to stand up and talk about about the sports results of the Vietnamses athletes at 14th Asian games - Talk about the Vietnamese athlethes they know - Some of sts to present 21 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons - Find some more information about Vietnamese athlethes - Prepare the next lesson IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING Class 11A2 11A5 11A10 Term 1st term 2nd term 1st term 2nd term 1st term 2nd term Excellent-good 22% 38% 20% 35% 15% 30% Average 53% 51% 43% 50% 45% 50% Weak (bad) 25% 11% 37% 15% 40% 20% C CONCLUSION AND RECOMMENDATIONS: I CONCLUSION OF THE STUDY As indicated in this paper, motivation is a crucial factor in learning a foreign language, which is influenced by different variables: personality variables, the attitudes of learners, their learning styles, and even the power relationships between languages The whole study emphasizes the goal from Foreign Language learning/teaching The subject of the current study is the role of motivation to enhance learners’ speaking ability in FL classrooms Teachers should use modern and different strategies during classes and teach their students learning strategies to meet their needs and styles They also have to give the individuals sufficient opportunities to practise their speaking skill Apparently, the good relationship between the teacher and his/her students may help in creating a comfortable atmosphere where there is a respect among learners themselves, so they will be motivated to speak without the fear of being criticized The investigation is about the effect that motivation has to stimulate learners to have self- confidence in order to speak in front of their teacher and classmates In addition, the study have concentrated on the influence of using different teaching strategies on learners’ desire to learn English, and how to help students to overpass their difficulties in speaking so they would be more stimulated to practise their speaking skill Consequently, the main objective of the teachers is to make their students speak English To achieve that, they need to try different ways to motivate the students so they will participate in the classrooms II RECOMMENDATIONS Each teacher has their own ways to motivate students in learning how to speak English Whatever ways are used the suggestions which may help teachers are followings: 22 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons Encouraging different learning styles; children’s learning preferences should be supported because they are the reasons to be stimulated to learn The belief of learners in their own capacities; they need a positive feedback to guarantee that they can believe in their own abilities Ensuring a task is related to interest; apparently, many publishers that provide high interesting reading materials have a lower level of vocabulary Minimising pressure; some pressure are good to achieve motivation including, deadlines and competition But, extreme pressure leads to de-motivation Encouraging student’s choice; that would provide control, independence, and responsibility in students’ learning Teacher has to think about the context in real situation where the vocabulary and grammar might be used in order to relate learning language to real life and also promotes high motivation Because of students‘ limited English level, teacher has to explain again and again and or even in Vietnamese This is a proof to find that students‘ limited knowledge (vocabulary, phrases, expressions …) is a big obstacle for implementing speaking activities Teacher should give them some assignment by telling them to read, watch films, listen to songs etc and note the useful word It is a good way to produce the target language by themselves Teacher must see that the personality of students affects the quality of speaking activities a lot If the student is an active and outgoing person, she / he is willing to work with other people and he/ she knows how cooperate with them 10 Teacher should encourage students to use positive comments The chairman of Le Loi upper- Tho Xuan, May 25th, 2019 I hereby declare that this research is due to the experience I myself have secondary school written, not copy from anybody COMMENTS AND ASSESSMENT OF THE SCIENCE COUNCIL I sincerely thank you The writer Đỗ Thị Hồng Hạnh Đỗ Viết Định 23 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons D REFERENCE BOOKS English Language Teaching Methodology (edited by Hanoi university) https://en.wikipedia.org/wiki/Motivation_in_second-language_learning Alderson, J.C (1984) Reading in foreign language: A reading problem or a language problem Cambridge: Cambridge University Press Alderson, J C (2000) Assessing Reading Cambridge: Cambridge University Press Brown, H.D (2007) Teaching by Principles: An Interactive Approach to language Pedagogy Third Edition White Plains: Pearson Longman Eskey, D E (1988) ―Interactive models for second language reading: perspectives on instruction.” In P L CARRELL, J DEVINE and D E ESKEY (Eds.), Interactive Approaches to Second Language Reading New york: Cambridge University Press, 223-238 Phương pháp dạy tiếng Anh Trung học phổ thông (written by Nguyễn Hạnh Dung) Harmer, J 2007 How to Teach English Essex: Pearson-Longman Emma Ushioda, Language learning motivation, self and identity: current theoretical perspectives, 2011 Centre for Applied Linguistics, University of Warwick , Coventry, UK 10 Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) - Nhà xuất giáo dục 11 Tiếng Anh 10 – Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) – Nhà xuất giáo dục 12 Thiết kế giảng Tiếng Anh 11 (Chu Quang Bình) – Nhà xuất Hà Nội 13 Motivation in Education: Theory, Research, and Applications, 2nd Edition Paul R Pintrich, Late of University of Michigan; Dale H Schunk, University of North Carolina at Greensboro 14 Richard, J.C (n.d) Approaches and methods in language teaching th Retrieved from May 15 , 2012 15 Giới thiệu Giáo Án Tiếng Anh Vũ Thị Lợi, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung) – Nhà xuất Hà Nội 24 How to motivate grade 11 students at Le Loi upper-secondary school in speaking lessons DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Chức vụ đơn vị công tác: TT Tên đề tài SKKN Roles of groupwork and pairwork in teacing English at upper-secondary school Techniques for eliciting new vocabulary at uppersecondary school Applying techniques for eliciting vocabulary of teaching English 10 at Le Loi upper-secondary school Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school Interactive post-reading activities focusing on writing used to teach Grade 10 students at Le Loi uppersecondary school How to motivate grade 10 students at Le Loi uppersecondary school in speaking lessons , Kết Cấp đánh đánh Năm học giá xếp loại giá xếp (Phòng, Sở, loại (A, đánh giá xếp loại Tỉnh ) B, C) Số 539/QĐC 2010 – 2011 SGD&ĐT ngày 18/10/2011 Số 743/QĐC 2012 – 2013 SGD&ĐT ngày 04/11/2013 Số 988/QĐB 2014 – 2015 SGD&ĐT ngày 03/11/2015 Số 972/ QĐSGD&ĐT ngày 24/11/2016 Số 1112/ QĐSGD&ĐT ngày 05/11/2017 Số 1455/ QĐSGD&ĐT ngày 28/11/2018 B 2015 – 2016 C 2016 – 2017 B 2017 – 2018 ... post-reading activities focusing on writing used to teach Grade 10 students at Le Loi uppersecondary school How to motivate grade 10 students at Le Loi uppersecondary school in speaking lessons. .. languages, for How to motivate grade 11 students at Le Loi upper- secondary school in speaking lessons example in those lessons whose focus evolve around translation and interpreting Demonstration of... and c) accuracy How to motivate grade 11 students at Le Loi upper- secondary school in speaking lessons Teachers are able to demonstrate techniques of using songs in different ways to teach grammar,