Sử dụng hoạt động thuyết trình nhằm nâng cao động lực học tiếng anh của học sinh lớp 10

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN HOÀNG HUYỀN ABSTRACT INCREASING GRADE 10 STUDENTS’ MOTIVATION IN LEARNING ENGLISH BY USING ORAL PRESENTATION: AN ACTION RESEARCH AT DOAN THI DIEM PRIVATE HIGH SCHOOL (Sử dụng hoạt động thuyết trình nhằm nâng cao động lực học tiếng Anh học sinh lớp 10: Nghiên cứu hành động trường THPT Dân lập Đoàn Thị Điểm) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI – 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN HOÀNG HUYỀN ABSTRACT INCREASING GRADE 10 STUDENTS’ MOTIVATION IN LEARNING ENGLISH BY USING ORAL PRESENTATION: AN ACTION RESEARCH AT DOAN THI DIEM PRIVATE HIGH SCHOOL (Sử dụng hoạt động thuyết trình nhằm nâng cao động lực học tiếng Anh học sinh lớp 10: Nghiên cứu hành động trường THPT Dân lập Đoàn Thị Điểm) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Hoàng Thị Xuân Hoa, PhD HANOI - 2011 TABLE OF CONTENTS TABLE OF CONTENTS Page Declaration…………………………… i Acknowledgement ii Abstract iii List of tables and figures vii List of abbreviation viii PART A: INTRODUCTION Rationale of the study Aims of the study Scope of the study Methods of the study Significance of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 An overview of motivation 1.1.1 Definition of motivation 1.1.2 Classifications of motivation 1.1.3 A model of components of foreign language learning motivation 1.1.4 Classroom behaviors and foreign language learning motivation 1.1.5 Factors demotivating foreign language learning 10 1.2 Dornyei’s framework for motivational strategies 12 1.3 An overview of oral presentation activity in an FL class 12 1.3.1 Definitions of oral presentation 13 1.3.2 Types of oral presentations 14 1.3.3 Oral presentations in EFL classroom settings 14 1.3.4 Advantages and disadvantages of oral presentation activity 16 1.3.5 Stages of training oral presentation skill 17 CHAPTER 2: RESEARCH METHODOLOGY 2.1 The background of the study 19 2.1.1 The school context 19 2.1.2 Current learning and teaching of English at DTD PHS 19 2.1.3 Identification of the problem 20 2.2 Participants 21 2.3 Instruments of data collection 21 2.3.1 Description of the pre and post-treatment questionnaires 21 2.3.2 Semi-structured interview 22 2.4 Implementation of the action research 23 2.4.1 Rationale for the use of an action research 23 2.4.2 The action procedures 24 2.5 Data collection procedures 26 2.6 Data analysis procedures 27 CHAPTER 3: RESULTS AND DISCUSSION 3.1 Research question 1: The students’ motivational state 28 3.1.1 Attitudes toward learning English 28 3.1.2 The linguistic self-confidence 29 3.1.3 Classroom behaviors 29 3.2 Research question 2: The students’ demotivating factors 30 3.3 Research question 3: Students’ evaluation of the oral presentation 32 activity’s effectiveness 3.4 Research question 4: Students’ motivational state after the OPA 33 3.4.1 Attitudes toward learning English after the OPA 34 3.4.2 Linguistic self-confidence after involving in OPA 35 3.4.3 Classroom behaviors after involving in OPA 35 37 3.5 Summary of the findings PART C: CONCLUSION Conclusion 38 Pedagogical implications from the findings 38 Limitations of the study and suggestions for further study 40 REFERENCES 41 APPENDICES APPENDIX 1: Components of foreign language learning motivation I APPENDIX 2: English & Vietnamese version of pre-treatment questionnaire II APPENDIX 3:Results from the pre-treatment questionnaire VIII APPENDIX 4: English & Vietnamese version of post-treatment questionnaire XI APPENDIX 5:Results from the post-treatment questionnaire XV APPENDIX 6: Questions and the results of the interviews APPENDIX 7: A lesson plan for the oral training program introduction XVIII XX APPENDIX 8: Handouts for the lesson XXIII APPENDIX 9: A sample of student presentations after the program XXXI LIST OF TABLES AND FIGURES Tables Page Table 1: Interpretation of score results in terms of motivation level 27 Table 2: Overall descriptive statistics of the items on ALE 28 Table 3: Overall descriptive statistics of the items on the linguistic selfconfidence Table 4: Overall descriptive statistics of the items on classroom behaviors Table 5: Overall descriptive statistics of the 13 items on students‟ evaluation of OPA Table 6: Descriptive statistics of the items on students‟ attitude toward learning English 29 30 32 34 Table 7: Descriptive statistics of the items on students‟ linguistic self-confidence 35 Table 8: Descriptive statistics of the items on the students‟ classroom behaviors 36 Figures Page Figure 1: English subject as a burden 29 Figure 2: Regular voluntary participation 30 Figure 3: Demotivating factors 31 Figure 4: Preferred classroom activities 31 Figure 5: OPA improves student self-confidence 32 Figure 6: English as a favorite subject 34 Figure 7: Regular voluntary participation 36 LIST OF ABBREVIATIONS EFL English as a Foreign Language DTD PHS Doan Thi Diem Private High School L2/ FL Second or Foreign Language OPA Oral Presentation Activity SD Standard Deviation PART A: INTRODUCTION Rationale of the study It is an incontrovertible fact that the need of using English as an efficient means to be successful in such an integrated world has been increasing among the youth when they start their real careers Although this has become a great motive that considerately enhances the situation of teaching and learning English language in Vietnam, students‟ attitudes and motivation to learn the subject are completely different from region to region, even classroom to classroom While many Vietnamese youngsters put a lot of their time and efforts in learning English, many others appear to be too indifferent to the necessity of mastering the language The issue might stem from various reasons but above all, it is supposed to be students‟ low motivation to learn this subject that causes the problem It is because among various influential factors, Gardner (2001) states that “motivation is a central element along with language attitude in determining success in learning another language in the classroom setting” (p.2) since he believes “many of these other variables are dependent on motivation for their effects to be realized” (Gardner, 2001: 2) Other researchers such as Ely (1986); Spolsky (1989), and Scarcella and Oxford (1992) shared the same view that motivation determines how much effort students make, how often students use second/foreign language learning strategies, how much students interact with native speakers, how much input they receive in the language being learned, how well they on curriculum-related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain second/foreign language skills after language study is over Among the high school students the author has worked with, some students seem naturally enthusiastic about learning, but many need or expect their teacher to inspire, challenge, and stimulate them There have been many times when the author finds herself in a passive class, where students are unresponsive and avoid interaction with the teacher even when they have enough knowledge to enthusiastically participate in the lessons As a result, many of them have a lot of difficulties in communicating with native speakers of English even though they have learned English for five or six years or even ten years As a teacher of English, when experiencing the situation in her own classrooms, the author understands that "effective learning in the classroom depends on the teacher's ability to maintain the interest that brings students to the course" (Ericksen, 1978: 3) On the other hand, the new sets of English textbook that have been applied at high schools in the whole country for a few years have brought about a new approach to teaching and learning the language in Vietnam The theme-based textbooks provide a wide range of practical topics and require students to practice all the four essential skills: reading, speaking, listening and writing However, as a matter of fact, it has been found out that merely following the syllabus with the textbook is not interesting enough to students of the high-tech world today There, consequently appears a need to experiment something new and different from what the students are experiencing Furthermore, presentation activities have recently been cast light on in English as a Foreign Language (EFL) classroom as an innovative means of developing students‟ skills in public speaking and hence promoting their motivation in English Presentation activity is a great way to have students practice all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening) (Hayton, 2005) They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters are better communicators, since they are able to structure and express their ideas clearly Therefore, after having considered some basic data from the preliminary investigation, the writer decided to choose oral presentation among many methods to motivate students to get more involved in learning English and then to improve their communication skills in English The decision was inspired from the required presentations that the author had conducted when she was a student at her university and the oral presentation activity that she had applied to some of her previous classes Aims of the study The study was an attempt to find a way of making the act of learning English more inspiring and interesting to a group of grade 10 students at Doan Thi Diem Private High School (DTD PHS) so that they can get involved better in classroom activities Among 10 many motivational strategies, the writer chose one activity, namely oral presentation that evokes more students‟ participation in the learning process Specifically, it addressed the following research questions: What are the contemporary English language learning motivational states of the students of class 10A1 in DTD PHS? What are the factors that negatively affect their motivation in learning English? How useful is the oral presentation activity to the students’ learning English, as perceived by the students? To what extent does the applied oral presentation activity affect those students’ classroom motivation in learning English in terms of the level of their classroom attention and task participation? From the findings, the researcher would recommend some pedagogical implications to applying oral presentation as a strategy for fostering students‟ motivation in learning English Scope of the study It is said that motivation may greatly affect the efficiency of teaching and learning of a foreign language In this study, however, the writer does not have an ambition to take all the aspects of the concept into consideration Due to time constraints, the study as an action research, merely examined the English learning motivational state of 28 grade 10 students at DTD PHS before and after the oral presentation training program in their learning process during the second semester of the 2010 – 2011 school year The participants also include the teacher-researcher, who is in charge of teaching the class and plays the role of the researcher at the same time In order to achieve the aims of the study only employed two data collection instruments: survey questionnaire and semi-structured interview Moreover, instead of aiming at oral presentation activity in general, the study only referred to applying group oral presentation activity to reduce student anxiety when using English within a foreign language classroom context 10 Methods of the study The research approach employed in this study is action research, whose procedures were guided by steps in the action research cycle by David Nunan (1992: 17), with the use of two data collection instruments, namely student questionnaires and semi-structured interview The action that the study actually took was an oral presentation skill training 11 program designed for the duration of ten weeks Instead of seven steps of the action proposed by Nunan (1992), four were developed and implemented as follows: Step 1: Problem identification: The researcher recognized the problem that in her class 10A1 at DTD PHS, during English lessons, the atmosphere was hardly ebullient and it was easy to see passiveness in the students‟ classroom behaviors Step 2: Preliminary investigation: Pre-treatment questionnaire was distributed to measure the students‟ English learning motivational state and ask for students‟ preference for classroom activities Then, the survey‟s data was analyzed to work out a remedy plan for improving the situation From the result, it was supposed that the students‟ low level of motivation was resulted from impractical and uninteresting classroom language activities It was then supposed that applying some new kind of classroom activity like oral presentation could stimulus their better engagement and motivation Step 3: Intervention: The researcher applied the oral presentation training program in her class, following Dörnyei (2001b) framework of motivational strategies Step 4: Evaluation: After the project, post-treatment questionnaire was conducted to evaluate the impact of the applied activity on students‟ English learning motivation Besides, semi-structured interviews were conducted to gather more in-depth data for the survey The analysis of the data brought about findings on the use of oral presentation activity as a motivational strategy in this particular context 11 Significance of the study First and foremost, the level of class 10A1 students‟ active engagement in English lessons at DTD PHS will hopefully be improved The students can have more participation in the learning process by making some oral presentations of the topics they are interested in By this way, the researcher hopes that the students‟ motivation in learning English can be raised and nurtured Second, the study offers an example of how learner motivation can be fostered in an EFL context It is expected that the study will contribute an insightful picture of the practice of motivating students to learn English in general 12 Design of the study This study is composed of three following parts: Part A: Introduction presents the background, aims, research questions, the significance, the scope, and the design of the study Part B: Development is organized around three chapters as follows Chapter 1Literature review, conceptualizes the framework of the study through the discussion of issues and ideas on definitions of motivation, types of motivation and oral presentation LXXI organize a speech logically after collecting and reading a lot of related document OPA also enabled us to have some fun and solidarity with other members of our group as we were preparing for the talk and together contributing to it We also shared our knowledge to make each person‟s part more perfect Moreover, I learnt more vocabulary, pronunciation and expressions from my friends when we were rehearsing for the presentation So I suppose, it is an extremely useful activity for us” “OPA does change my attitude towards English because I feel that I enjoy learning the subject more It is not as so serious as ever before, and we can have some interesting and relaxing moments when learning English in our class.” “Absolutely yes It reduces my anxiety in speaking English I felt that I can it as well as others can, and this makes me so happy.” “OPA makes me try harder and be more active in learning English as I want to show my classmates that I can as well as they can Then, I try to participate more during English lessons.” Respondent C: “I enjoyed taking part in the activity because it helps us to learn different skills better and open up our mind to different aspects of life that relate to the contents of our presentations You know, when we were preparing for a 10 to 15-minute talk, we had to find a lot of information and documents from the Internet or magazines so that we can understand quite thoroughly about the issue At that time, our reading and writing skills were practiced and we know more information of the subject matter Then, when we tried to deliver our presentation in English, we naturally practised our speaking skill including pronunciation and intonation” “By taking part in OPA we are more active in learning than any other subject Therefore, we feel more relaxed in learning English.” “Though I‟m not very good at English, I think that I did very well in our presentation because I and my teammates had put much time and energy rehearsing it When I received positive feedback from my classmates on my part, I was overjoyed because some students who are better at E than me didn‟t receive such good comments This encouraged me to speak in English.” “Yes, now, English is among several ones I like best So, I try to get more knowledge by paying more and more attention to the lessons When I understand things, I often contribute to the active atmosphere in class.” LXXII LESSON PLAN Lesson Title: MAKING A GOOD PRESENTATION Oral presentation skill Teacher: Nguyen Hoang Huyen Level: Pre-intermediate to intermediate level of English Class size: 28 students Time allowance: 90 minutes Overarching Objective(s): After this lesson, the students will be able: To organize their ideas logically in their presentations To use good expressions appropriately in their talk To make an effective powerpoint presentation To know how to deliver a presentation Teaching Aids: - Handouts of Oral presentation guidelines; A presentation format; Useful expressions for students‟ presentation; Instructional Procedures Lead-in: The teacher elicits information from students about their practice of oral presentation and its importance in language learning  Do you know what oral presentation means?  Have you ever taken part in an oral presentation before? If yes, when and how was it?  Is it important to learn how to present something formally? Activities: APPENDIX 7: A lesson plan for the oral training program Teaching points: LXXIII Activities – are supplemented by the handouts Instructional Objectives Description of Activities Activity 1: General introduction of OPA Students look at the handout and listen to the instruction of Given handout 1, the students will be briefly introduced about the teacher the purposes of the activity; how to prepare for it; what to be assessed by the teacher, and when to deliver their speech Activity 2: Analyzing the model presentation - Given handout of the sample transcript of a presentation, the - Students read the transcript in pairs and put the phrases into students will be required to read the sample in pairs to identify correct places The teacher monitors the class, and helps if the structure of one presentation necessary - Handout of useful presentation expressions is distributed to - The Ss work in pairs to put the expressions into the correct have the students put them in the appropriate place of the places transcript - Then the students receive handout for a format of a presentation Activity 3: Making an effective powerpoint presentation - Students watch the presentation (Handout 4) and give - A model presentation is shown to the students so that they comments The teacher gives out some criteria of a good have specific ideas of an effective presentation powerpoint presentation: Big; Consistent; Clear; Progressive; LXXIV Simple Activity 4: Organizing ideas for a presentation Students the exercise in groups of four Teacher checks the Given some general topics, the students will be instructed to answer with the whole class narrow down the topic and organize ideas of each so that they will have a logical and effective organization for the presentations Activity 5: Body language during a presentation - Students watch the videos and discuss in pairs about the Shown clips of some good or bad presentations, the students will possible body signs that can be used during a presentation be asked for identifying the body language gestures they can use Teacher checks the answer with the whole class during their talks - They answer the questions of how a good or bad presentation is by giving out some features from the clips Activity 6: Grouping the students Students find their partners and discuss their interested topics Explained that the presentation will be made by groups, the Teacher checks the answer with the whole class students form groups of and discuss their possible topic Lesson Closure: The teacher summarizes the content of the lesson Assessment/Evaluation: Informal assessment is done by means of monitoring of work LXXV APPENDIX 8: Handouts for the lesson Handout 1: Group presentation guidelines Why presentation? - A chance to be active in learning English - to train your team spirit, group work skills - to practice your language skills - to show your creativity - to be more confidence in speaking English How to prepare? - Have group meeting and distribute duties to every member - Search for documents from different sources - Synthesize the sources - Make an appropriate outline and ask for teacher‟s approval - Write a full script basing on what you found from the sources - Use interesting and typical examples to persuade and attract your audience - Attach good pictures or any other kinds of visual aids to illustrate your idea - Present your idea in short and clear Power point slides - Deliver the presentation after rehearsing several times For how long? Each group will have 10 – 15 minutes to present your topic When? On 13th and 19th February, 2011 What to be assessed?   a clear pattern of organization (intro, body, conclusion, transitions) an effective delivery (eye contact, appropriate rate/tone/volume/gesture/ appearance)  meeting time constraints (too long or too short typically means the presentation was not sufficiently rehearsed)  a speech that is tailored to the audience (assumes proper level of knowledge, is absent inappropriate jargon)  the appropriate use of visual aids  evidence of independent thought or creativity  the speaker displays knowledge during question and answer session  overall communication (speaks with the audience - not at them) LXXVI Handout 2: PRESENTATION FORMAT GUIDELINES Good morning/afternoon, My name is Today I’d like to introduce I have …… points to tell you First Then Next Finally In conclusion, …… Now, I have three questions for you First Second Third Do you have any questions? (Presenter elicits two questions from the audience) Thank you for listening to my presentation/ your attention! Handout 3: Useful expressions for students’ presentations It's a good idea to memorize these phrases and practise using them, so that they come to your mind easily during a presentation LXXVII • Good morning/good afternoon ladies and gentlemen •The topic of my presentation today is ►Starting the presentation • What I'm going to talk about today is • The subject of my presentation today is… • The theme of my talk is…/ • Today I plan to talk about… ►Why you are • I have chosen to speak about this because… giving this • The purpose of this presentation is presentation • This is important because / • My objective is to ►Stating the main points ► 1st point • The main points I will be talking about are firstly /secondly / next, finally we're going to look at • Let's start/begin with / First of all/ In the first place… • I'd like to illustrate this by showing you ►Showing graphics, • Now let’s take an example/ • To illustrate this… examples, slides • An example of this can be found in/at/on… etc • Let’s see this through an example • For example/ For instance,…… • That’ all I’d like to talk about….(part 1) and now let's move ►Moving on to the next point on to/ turn to point 2/3 • Now let us look at the …aspect which is… • Now that we’ve seen…… let us turn to… • I'd like to turn to something completely different ►Giving more details • I'd like to expand on this aspect/problem/point • Let me elaborate on that • Would you like me to expand on/elaborate on that? • What is very significant is… ►To emphasize something  What is important to remember … • I’d like to emphasize/ highlight the fact that… • I’d like to stress the importance of… • Have you ever heard of ? ►Catching audience attention • You may already know… • I feel sure that some of you… • Everyday you encounter… LXXVIII • How can we explain this? / What does that mean? • What can be done about that? • So, as we have seen today… ►Summarizing or • As a result, we suggest that… repeating the main • I'd like to recap the main points of my presentation points - first I covered …/ - then we talked about…/ - finally we looked at • I'd now like to sum up the main points which were:… • I'm going to conclude by saying that/inviting you to/ quoting ►Conclusion • In conclusion, let me leave you with this thought/ invite you to • In conclusion, I would like to say that • I’d like to finish by reminding everyone that… • Finally, I'll be happy to answer any questions • Now I'd like to invite any questions you may have ►Questions • Do you have any questions? • Thank you very much for your attention and if there are any suggestion of comments, please feel free to raise your voice Handout 4: A presentation to be analyzed Topic: Japan Script for the presentation I Introduction LXXIX Firstly, it‟s about Japan location Japan is an island nation in East Asia, located in the Pacific Ocean The characters that make up Japan‟s name mean “sun origin”, which is why Japan is sometimes referred as the “Land of the Rising Sun” The ancestor of the Japanese is the sun goddess: “Amaterasu” The meaning of her name is: the great august kami who shine in the heaven II Japan’s capital Tokyo is Japan‟s capital city, originally known as “Edo” It‟s a busy city filled with hard working and dedicated people Also known as a big tourist attraction, this place had just about anything you could possibly want like: museums, amusement parks, hotels, skyscrapers, amazing views, hundreds of other sights… You could spend your whole vacation here without felling bored There are also some big attractions: Tokyo Tower, Imperial Palace, Shibuya Street… III Japan’s people So you want to know more about the people here? The Japanese are said to be very polite, smart, talented and well-educated We somehow share the same soul and mind, since we are all Asian However, some of them are hard to adapt, especially to nonJapanese people like: you can‟t eat while walking down the street, or you can‟t use your phone on buses or trains… But, also, they have really good manner with many rules that they strictly follow: using format words to stranger older people or people with higher position in society; avoid making eyes contact or using your finger to directly points as someone… IV Japan’s culture Next, I‟d like to talk more about Japan‟s culture, since it‟s quite special and interesting First of all, I want to talk about Japan symbol: the “Sakura” flower, that‟s mean cherry blossoms This flower has a special meaning to Japanese people It symbolizes purification, beauty, tenderness and at the same time, courage They bloom all over Japan, bringing happiness to people‟s hearts, yet, leaving sadness in people‟s minds because they wither when they‟re most pretty The cherry blossoms flower resembles a very-hard-toexplain conception in Japan: “hakanasa”, about how people‟s lives are nothing more than an instant Beside that the samurai are also famous in the world The samurai‟s spirit lies within the cherry blossom tree, resembles loyalty and courage This spirit remained until now, creating the union of Japanese‟s citizens, and many movie makers have taken it as an idea for their movies Now, one of the most think that people will think about when you talk about Japan is the image of the slender woman in her kimono Kimono is Japan‟s traditional garment Back LXXX then, both women and men used to wear this Now a day, only older women wear them as their official costumes The young and men wear them only in special in special occasions or festivals Kimono appears to have various types and colors Long after, they designed “obi” – a sash for kimono At first, it was purpose to keep the kimono neat Soon after, it became more than just a decoration It was used to brighten one‟s beauty A kimono goes together with a pair of wooden dug “Yukata” is also are type of light kimono, used to wear in summer It‟s rather easy to wear, so you can put them on your own Lately, beside kimono, food is another beautiful part of the Japanese‟s culture So, if you got a chance to go to Japan, remember to try out their traditional food Here are some recommend:  Sushi: is the one of the most traditional dish in Japan It has the meaning of showing hospitality and bringing luck to the person who enjoy it It‟s a small piece of raw seafood placed on a ball of vinegar rice The most common ingredients are tuna, squid and prawn cucumber, pickled radish and sweet omelet egg are also served  Sashimi: it‟s sliced fish and seafood, eaten with soy sauce or wasabi – a spice of Japanese  Tempura: it deep-fried vegetables or seafood, covered in frying powder  Noodles: ramen – soba – udon are kinds of Japanese‟s noodles Ramen is made from flour and salt; soba from buckwheat and udon from wheat flour They‟re served either in a broth of dripped in sauce and are available in hundreds of variations You should eat them before they get soggy to show your appreciation to the chef Japanese‟s drinks are also famous too:  Sake: it‟s made from rice, like Vietnamese‟s alcohol When you‟re 20, you can try it out legally Don‟t forget to say “Kanpai!” when drinking together, especially you‟re treated  Green tea: the Japanese‟s tea ceremony has been living for 10 centuries Now a day, it‟s still attracted many people in the whole world because it helps us feel relaxing But, with impatient people, it‟s very difficult Handout 5: Oral Presentation Evaluation – Teams teacher’s form (Adapted from: Slagel,2004) TOPIC: Team Members LXXXI Date: Start Time: _Stop Time: _ Organization: CRITERIA Did team effectively introduce the problem and their purpose? (2) SCORE Did the team show that their main ideas were clear (2) There are enough details/facts/examples to support/ illustrate the ideas? (2) Was there an effective transition from one speaker to the next? (1) Was there an effective summary/conclusion? (2) Did they stay within the time constraint? (1) Score: 2x _ = _ Delivery: CRITERIA SCORE Did each member have a significant speaking part? (2) Were the deliveries smooth and rehearsed? (2) Could the deliveries be heard throughout the audience? (2) Was the level of terminology used appropriate for the audience? (2) Did speakers maintain sufficient contact with the audience? (2) Score: 2x _ = _ Visual Aids: CRITERIA Did each speaker integrate sufficient visual aids into the presentation? (2) SCORE Were the visuals supporting of the presentation in good quality? (2) Score: 2x _ = Language use: CRITERIA SCORE Did each speaker employ an effective use of language? (2) Were the pronunciations of the presenters correct or semi-correct? (2) Were the sentences well structured and in correct tense? (2) Score: 2x _ = TEAM SCORE LXXXII Handout 6: Oral Presentation: Peer Evaluation Topic: _ Date: _ Persons presenting: 1. _ _ _ Please rate each of the following criteria on a scale of to 5: (Needs improvement) (excellent) Criteria Presenter Presenter Presenter Presenter The presenter spoke clearly 5 5 The presenter spoke at a good volume 5 5 The presenter spoke at a good pace 5 5 5 5 The presenter appeared relaxed 5 5 The presenter showed good visual aids 5 5 The presenter used effective hand gestures 5 5 The presenter made eye contact with me 5 5 The introduction caught my attention 5 5 10 The presenter provided some good examples 5 5 11 The conclusion wrapped up the speech 5 5 The presenter was in control of the subject matter 83 APPENDIX 9: One sample of the students’ presentations during the program Presentation topic: Toy story Group members: Pham Ha Phuong (leader) Ly Hoang Huong Ly Duong Huong Ly An Bich Ngoc I Introduction (Ngoc) Good morning everybody Before we start our presentation today, I‟d like to ask you guys a question: who among you have watched “Toy story”, please raise your hand Alright, thank you so much If there‟s anyone who haven‟t watched it, I want to show you this video The video that you have just watched is the trailer of “Toy story3” – one of the biggest hit movies in 2010 It is such a great movie that our group decided to present it to you Our presentation today contain parts: - The first part is: General introduction - Second part: Description of the film - And the last part: Meaning of “Toy Story” II General introduction of the movie (Phuong) So let‟s start with the 1st part: general introduction: “TS3” is a 2010 American 3D computer-animated comedy-adventure film It was produced by Pixar, released by Walt Disney Pictures and directed by Lee Unkrich The success of the film has been proved by many big awards it won: 37th People's Choice Awards for the favorite family movie, Teen Choice Awards 2010, 68th Golden Globe Awards for Best Animated Feature Film and ect It was also nominated for 26 other awards Next, I‟d like to talk about the 2nd part: description of “TS3”: The story is about Woody, Buzz Lightyear, Jessie and their friends – a bunch of toy They were mistakenly given away to a kindergarden They could‟ve had a better life when they could be played one more time after many years being abandoned, but they decided to go back to their true owner – Andy They had to go through numerous difficulties before they met their final happy ending 84 III Meanings of the movie (Ly Ly) Now let‟s move to the last part of our presentation: the meaning of “TS3” Pixar‟s films always teach the viewers different lessons about life And this time, “TS3” gives us main meaning: - Firstly, the film explains to us what loyalty is That is showed by many situations in the film, but I just want to mention some: + Andy was 17 now and he was about to go to the college But he still want to keep most of his toys because they had been his closet friends for years Andy decided to take Woody with him to the college, which a normal boy would never This clip will show you more + And this clip I‟m about to show you is when the toys were taken to the kindergarten, Woody tried to get back to Andy It‟s another proof of loyalty + Another example of loyalty can be found in the scene when Woody heard that the other toys were in big trouble, he immediately went back to rescue them, even though he wanted to be home so much (Phuong) Now that we‟ve clearly understand about the first meaning, I‟d to turn to the second meaning: Courage + First, I want to remind you that in the film, there‟s a cruel pink teddy bear named Lotso, who ruled the kindergarten He turned that place into hell for toys No toys dared escaping from the kindergarten because they would have to suffer the most terrible punishment if they got caught In spite of that, Woody and his friends still tried their best to escape from Sunnyside even though they knew it was the most dangerous thing to This detail is proved in the clip that I‟m about to show you + To give more proof for the 2nd meaning, I‟d like you guys to watch this scene, when a TV set almost fell down on Jessie, Buzz Light-year immediately covered her by his body without thinking I‟m sure that all of you have some good friends, but where can you find a friend who can be that brave? And here is the clip - Let‟s move to the 3rd meaning which in my opinion is the most important part of making the value of the film: The friendship + The most breathtaking scene in the film is also the scene which shows the strong friendship among the toys: As the toys are trapped on a conveyor belt leading to a fiery furnace, the friends resign themselves to their fate, hold hands and await their inevitable demise together 85 This scene is considered as the highlight of the film Some people even say that it‟s not suitable for children This clip will show you why + The beautiful friendship of Andy and his toys was clearly presented in the ending I‟d like to emphasize that Andy loved his toy so much But he decided to give them to Bonie who is a kind little girl Although donating the toys was a hard thing for Andy to but he knew that they would have a better life with Bonie This ending of the film has taken away many tears from the audience I bet that you will also be touched after watching this clip (Duong Ly): - Beside the meanings we had mentioned, “TS3” also means a lot to adults Usually, cartoons is not for adults, but with “TS3”, not only many adults watch it but they even cry at the ending The film reminds of themselves, of the memorable childhood‟s memories and their closest friends – the toys As time goes by, they have totally forgotten about their most loyal friends But after watching “TS3”, they learn to appreciate the beautiful childhood which those friends had given them IV Conclusion In conclusion, I would like to say that it‟s a waste if you haven‟t watch “TS3” because I think it‟s one of the best cartoons ever That‟s all what we want to tell you today, thank you for your attention! ... GRADE 10 STUDENTS’ MOTIVATION IN LEARNING ENGLISH BY USING ORAL PRESENTATION: AN ACTION RESEARCH AT DOAN THI DIEM PRIVATE HIGH SCHOOL (Sử dụng hoạt động thuyết trình nhằm nâng cao động lực học tiếng. .. động lực học tiếng Anh học sinh lớp 10: Nghiên cứu hành động trường THPT Dân lập Đoàn Thị Điểm) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14 .10 Supervisor: Hoàng... research included 28 students from class 10A1 at DTD PHS and I myself as the teacher-researcher Among five grade 10 classes in 2 010- 2011 school year, class 10A1 was constituted by 28 students, 16