Thiết kế một số hoạt động nói bổ sung cho giáo trình lifelines elementary cho s

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES - - ĐOÀN THỊ LÊ DESIGNING SOME SUPPLEMENTARY SPEAKING ACTIVITIES TO THE COURSE BOOK “LIFELINES ELEMENTARY” FOR THE FIRST YEAR STUDENTS OF VIETNAM VOCATIONAL COLLEGE OF TECHNIQUE – CRAFT ART THIẾT KẾ MỘT SỐ HOẠT ĐỘNG NÓI BỔ SUNG CHO GIÁO TRÌNH “LIFELINES ELEMENTARY” CHO SINH VIÊN NĂM THỨ NHẤT TRƯỜNG CAO ĐẲNG NGHỀ KỸ THUẬT MỸ NGHỆ VIỆT NAM M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 SUPERVISOR: PHAN THI ̣ VÂN QUYÊN, M.A HA NOI - 2012 TABLE OF CONTENTS Declaration…………………………………………………………………… i Acknowledgement…………………………………………………………… ii Abstract…………………………………………………………………… iii Abbreviations………………………………………………………………… iv List of figures, tables and charts……………………………………………… v Table of contents……………………………………………………………… vi Part A: INTRODUCTION 1 Rationale of the study Aims of the study Research questions 4 Scope of the study Research methods Design of the study Part B: DEVELOPMENT Chapter 1: THEORETICAL BACKGROUND 1.1 Language skills and speaking 1.1.1 Language skills 1.1.2 Speaking 1.1.3 Speaking activities 11 1.2 Evaluation and supplementation of speaking activities and materials 16 1.2.1 Evaluation of the activities and materials 16 1.2.2 Supplementation of activities and materials 17 1.2.2.1 Definition of supplementation 17 1.2.2.2 Forms of supplementation…………………………………………… 16 iv 1.3 Previous studies 18 Chapter 2: METHODOLOGY 21 2.1 The research context 21 2.1.1 The English teaching and learning situation at VVC TCA 21 2.1.2 The students at VVC TCA 22 2.1.3 The teachers at VVC TCA 22 2.2.1 An overview of the course book “Lifelines Elementary (Tom Hutchinson, Oxford University Press, 2002) 22 2.2 Research methods 25 2.2.1 Subjects of the study 25 2.2.2 Research methods 26 2.2.3 Data collection instruments 26 2.2.4 Procedure of data collection 27 Chapter 3: DATA ANALYSIS AND FINDINGS 28 3.1 Students‟ background of English learning: 28 3.2 Current situation of English teaching and learning 28 3.3 The evaluation of the speaking activities in the course book by teachers and students 30 3.4 Students‟ needs when learning speaking skills 33 Chapter 4: DESIGNING SOME SUPPLEMENTARY SPEAKING ACTIVITIES TO THE COURSE BOOK “LIFELINES ELEMENTARY” AT VVC TCA 36 4.1 Supplementary speaking activities for unit and unit 36 4.2 Supplementary speaking activities for unit 38 4.3 Supplementary speaking activities for unit & Extension unit and 39 v 4.4 Supplementary speaking activities for unit 40 4.5 Supplementary speaking activities for unit 41 4.6 Supplementary speaking activities for unit 41 4.7 Supplementary speaking activities for unit 11 42 4.8 Supplementary speaking activities for unit 12 43 4.9 Supplementary speaking activities for unit 14 44 Part C: CONCLUSION 45 Conclusion 45 Limitations of the study and suggestions for further study 46 REFERENCES 47 APPENDIX I vi ABBREVIATIONS VVC TCA Vietnam Vocational College of Technique and Craft – Art CLT Communicative Language Teaching GE General English ESP English for Specific Purposes MA Master of Art LISTS OF FIGURES, TABLES AND CHARTS Page Figures Figure 1: The four – macro skills………………………………………… Charts Chart 1: Students‟ background of learning English……………………… 26 Chart 2: Frequency of using supplementary speaking activities designed by teachers…………………………………………………………………… 26 Chart 3: Evaluation about the topics of speaking activities……………… 29 Chart 4: Evaluation about the types of speaking activities………………… 29 Chart 5: Evaluation about the level of difficulty of speaking activities…… 30 Chart 6: Evaluation about the number of speaking activities……………… 31 Chart 7: Students‟ preference to practice speaking in class……………… 32 Tables Table 1: Patterns of speaking activities teachers often use to teach speaking 27 skills in classroom………………………………………………………… Table 2: Difficulties students encounter when learning the speaking section in the course book………………………………………………………… 28 Table 3: Students‟ response to supplementary speaking activities………… 32 Table 4: Students‟ and teachers‟ preference for the types of speaking activities…………………………………………………………………… 33 Part A: INTRODUCTION Rationale of the study Because of the economic development and the social, cultural integration between the countries, English has become a very popular communicative means in the modern world In Vietnam, English is considered as one of the most vital working tools in most of the career requirements English language has been taught and learnt widely for a long time in Vietnam However, most of the learners cannot use English naturally and frequently and they have not achieved the high communicative effect in English There exist many reasons for this situation In the high school, English has been taught as the compulsory subject, but learners have not been motivated in using English as the essential means In addition, although learners can be aware of the importance of English, they have not been put the suitable environment to communicate in English The other reason is that the way of the English teaching The Vietnamese teachers of English have been facing many arising difficulties Materials used in teaching are one of the shortcomings constraining the effect of English teaching Most of the teachers followed all of the activities in the course book without adapting and designing to suit students‟ abilities, levels and needs Although learners spent a lot of time on learning English, their linguistic competence, especially the speaking skill, has not been effective As a result, the appropriate choice of the materials as well as the language activities is very important for learners to improve language skill The major purpose of teaching and learning English has focused on the development of communicative approach All the speaking activities should be designed with the aim of helping students find out the easy way to practice speaking English effectively It is the fact that students felt bored with the current materials and have not learned how to speak at the time of high school, so their speaking ability is mostly poor Thus, when teaching English, teachers should concentrate on the communicative competence in order to help students develop the English speaking skill better in daily life Thus, it gives the author great motivation to choose the study “Designing some supplementary speaking activities to the course book “Lifelines Elementary” for the 1st year students at VVC TCA” Aims of the study The main aims of the study are as the following: - To review theories of teaching speaking skills, especially speaking activities and supplementary materials - To evaluate speaking section of the course book “Lifelines Elementary” - To clarify the reasons why the speaking activities in the course book should be added to suit students‟ levels and needs - To design some appropriate supplementary speaking activities to the course book “Lifelines Elementary” for the 1st year students of the Vietnamese Vocational College of Technique – Craft Art Research questions The following research questions will be stated in the study to get the above objectives: How teachers and students at VVC TCA evaluate speaking section of the course book “Lifelines Elementary”? 2.What difficulties and needs the 1st year students have in learning speaking skills on the course book “Lifelines Elementary” at VVC TCA? 3.What needs the 1st year students have in learning speaking skills on the course book “Lifelines Elementary” at VVC TCA? Scope of the study There are many different features related to speaking activities used to teach speaking skills However, my study is mainly focused on designing some supplementary speaking activities to the course book for the 1st year students based on the analysis of their difficulties and needs in learning speaking in order to create a more interesting, active speaking environment and thus, improve students‟ speaking skills Research methods This thesis is carried out using the combination of quantitative and qualitative methods Survey questionnaires, observations, interview are used to collect data for the research - Questionnaires are delivered to 100 VVC TCA 1st students and teachers to find out the current English teaching and learning situation, their responses as well as their needs in learning speaking and to find out the kinds of the speaking activities which interest students the most - Personal observation, informal interviews are implemented to increase the reliability of the obtained information from the questionnaires and to provide more subjective information relating to the speaking activities used by teachers - The data collected are analyzed The findings are critically discussed and then used as the basis and suggestions for designing some supplementary speaking activities Design of the study The thesis consists of three main parts: Part A: INTRODUCTION presents an overview of the study with rationale aim, scope, research questions and methods of the study Part B: DEVELOPMENT consists of chapters: Chapter 1: Theoretical background provides some theoretical background related to speaking skill and speaking activities as well as the supplementary process of speaking activities Chapter 2: Methodology focuses on the subjects, research methods, data collection instruments and procedures of data collection applied in the study Chapter 3: Data Analysis and Findings In this chapter, an analysis on the students‟ background of learning English; the evaluation of the speaking activities and needs in learning and teaching speaking skills by students and teachers is also carried out through data analysis and presentation according to research In addition, the findings and discussion are illustrated clearly Chapter 4: Designing supplementary speaking activities In this chapter, some helpful samples of supplementary speaking activities are presented due to the speaking section of each unit in the course book “Lifelines Elementary” Part C: CONCLUSION presents the concluding summary of main findings and some recommendations on designing some supplementary speaking activities in the study together with the limitations of the study and suggestions for further research Name (boy/girl) Carlos / Andrea Surname Romero Age 31 City/Town Barcelona Phone number 3493 452 1079 Occupation lawyer Languages Spanish, French, English Marital status married Name (boy/girl) Minh Surname Nguyen Age 23 City/Town Ha noi Phone number 0974 573 340 Occupation student Languages English, Chinese Marital status single Siblings Siblings/children a sister (Lan 13 years old), a brother (Hoang – 25 years old) Pets a parrot Favourite food seafood, Pho Free time activities Playing badminton, football a son (3 y.o - Sergio) Pets fish and a dog Favourite food sea food paella Free time activities playing the guitar Name (boy/girl) Ravi / Gita Name (boy/girl) Sean / Fiona Surname Anand Surname O’Kelly Age 16 Age 37 City/Town Delhi City/Town Dublin Phone number 91 11 4500 5628 Phone number 3531 407 0806 Occupation student Occupation manager Languages English, French Languages English, German, Italian Marital status single Marital status married Siblings a brother (20 y.o - Tarun) Siblings/children a daughter (10 y.o – Alta) Pets no pets Pets a cat Favourite food vegetarian food Favourite food yogurts Free time activities writing poems Free time activities watching football on TV, playing golf Adapted from http: //www.esprintables.com VII APPENDIX ( for Extension unit & 2) A me Age Location Bob Armstrong William Webster 18 Edinburgh, Scotland 43 Your partner 27 New York, Sydney, Australia USA Occupation works at McDonalds Phone number 87 21 24 67 Marital status single is a lawyer 001 43 26 57 is divorced VIII B Name Angelina Ghoulie Age 271 Location Ron Amore Bella Wilder 26 Manchester, England New Orleans, USA Job unemployed is an engineer Phone number doesn’t have a phone 78 15 95 47 Marital Status Children has a girlfriend works as a instructor 0021 43 54 85 is married Yes, two sons They live with his ex-wife Adapted from http: //www.eslprintables.com IX is engaged Your partner APPENDIX ( for Unit 3) X Adapted from http: //www.bogglesworldesl.com XI APPENDIX (for Unit 4) Number the conversation in the correct order Max: Yes, of course How long are they staying? Max: Yes, speaking Lara: No, that isn‟t possible They are going to a trade fair on Wednesday How about Thursday? Max: Hello, Lara: For a week Is Tuesday possible for you? Lara: Good What time? Two thirty this Thursday at my office? Lara: Max, it‟s Lara Do you remember the visitors from China I told you about? Well, they are arriving next Monday Can we arrange a meeting? Lara: Yes, thanks, Max See you on Thursday Lara: Hello, is that Max? Max: Thursday afternoon is OK Max: No, I‟m sorry I‟m busy on Tuesday I‟m visiting customers all day What about Wednesday? Adapted from the book “International Express” by Liz Taylor & Alastar Lane (2005) XII APPENDIX (for Extension Unit 3&4) Appointments Role Play You need to call the surgery and make an appointment You are the receptionist in the St Paul’s surgery Original time for the appointment: Problem: You have a high temperature, a headache and you feel sick for the past two days Your doctor’s name: Dr Moreton You are the receptionist in the Corinthian surgery You got an appointment for tomorrow afternoon, but you are feeling worse, so would First you likeneed to see to tell the the doctor patient earlier that it’s too short notice Patient – Version If he insists that it’s urgent, the earliest time available is 4pm the same day Repeat thetodetails the appointment You need call theofsurgery and make at an the end of the call appointment 2pm the same day The mother of the girl is very worried, so you have to find an earlier appointment You need to call the surgery and make an appointment Your doctor’s name: Receptionist – Version Dr Burford Time: As soon as possible Problem: yourreceptionist daughter has a terrible stomach You are the in the St Paul’s ache surgery Your doctor’s name: Dr Bloomsburg Receptionist Version your voice and Problem: You–are loosing you have a job interview tomorrow Ask: What’s the matter? Patient – Version Time: As soon as possible Time for appointment available: There is no appointment available the same day Ask the receptionist to ring you back if there are any cancellations 10.30 am the next day Offer to ring the patient if there are any XIII cancellations Patient – Version II Role play You don‟t feel very well today Call the doctor‟s office and make an appointment Receptionist: Good ……… , Doctor ……………‟s office Patient: I‟d like to make an appointment with Doctor ………… Receptionist: Okay What‟s your name? Patient: My name is ……………… Receptionist: What‟s the matter? Patient: I have ……………… Receptionist: Oh I see We have an opening on ……… Is that time good for you? Patient: Yes Thank you Receptionist: You‟re welcome What‟s your phone number? Patient: It‟s …………… Receptionist: Okay Mr./Miss ………… We‟ll see you on ……… Patient: Okay Thanks again Receptionist: You‟re welcome Bye Patient: Bye-bye Adapted from http://www.esl-library.com XIV Conversation 1: waiter: Hi, may I take your order? customer: Yes, I would like………… , please waiter: Would you like something to drink? customer: Yes, I would like ………., please waiter: Will that be all? customer: No, I would like ………., please waiter: Something else? customer: No, thanks waiter: Your total is…………… customer: Here you are………… Adapted from http://www.eslprintables.com XV APPENDIX (for Unit 6) Adapted from the book “International Express” by Liz Taylor & Alastar Lane (2005) XVI APPENDIX 10 (for Unit 7) The picture is adapted from http://www.eslprintables.com XVII clerk: Hello, you need some help? customer: Yes please I’m looking for … clerk: What color? customer: ……… clerk: What size you need? customer: …………… clerk: Here you go They are …… customer: How much they cost? clerk: …… customer: That’s fine Where are the fitting rooms? clerk: Over there Beside the stairs customer: Thank you…… LATER The customer is back customer: They fit just fine I would like to buy them clerk: Good That would be ………… customer: Here clerk: Thank you for shopping with us Have a nice day customer: Thank you, you too Adapted from http://www.eslprintables.com XVIII APPENDIX 12 (for Unit 11) Name Item Shop Date of Purchase Price Adapted from http://www.eslprintables.com XIX Payment Method Satisfied? Give advice for the problem in the picture Draw an X or O over the picture when you make a sentence Get pictures in a row, in any direction, to win one point I have no friends I’m tired headache I don’t have any money I got a bad grade I hit my friend I’m bored I feel sick I lost my soccer ball I’m fat I’m thirsty I’m lost I’m thirsty I’m sad I’m Hungry I’m wet from the rain I’m sad My clothes are dirty I’m always late for school I can’t read well I can’t speak English well I want a good job when I’m older I made my sister cry I lost my money My cell phone is broken I want to go to France My friend hit me I’m always late for school I can’t speak English well I lost my soccer ball I feel sick I made my sister cry I hit my friend I’m lost I don’t have any money I hit my friend I’m bored My cell phone is broken I’m Hungry My friend hit me I got a bad grade I’m tired I can’t speak English well I want to go to France I can’t read well I want a good job when I’m older My clothes are dirty I lost my money I’m always late for school I lost my soccer ball I have no friends I feel sick I’m fat I’m wet from the rain I made my sister cry I have a I have a Points: Player 1: Player 2: Adapted from http://www.Simpleesl.com XX headache APPENDIX 14 (for Unit 14) Adapted from http://www.bogglesworldesl.com XXI ... improvement of students‟ speaking skills As a result, teachers should try to design and administer activities As is discussed in Ur (1996: 120), we can see four characteristics of a successful activity:... units of the course book is so similar Some conversation species are presented first by asking students some exercises such as gap – filling or matching the utterances After that, students are asked... complementary speaking activities to create more interesting and successful speaking lessons in class Secondly, based on the findings of the research, the researcher suggests some supplementary speaking