Using information gaps in teaching english speaking skills for 10th new program graders

Using information gaps in teaching English speaking skills for 10th new program graders TABLE OF CONTENTS CONTENT Part A Page Introduction I Reasons for the study II Aims of the study III Methods of the study IV Scope of the study Content I Theoretical and practical background Theoretical background Practical backgrounds II The solutions Some information gap operations: 2.1 Exchange personal information activities 2.2 Jigsaw activities 2.2 Guessing activities 2 Tips for using information gap Samples of information gap activities for speaking skills in English program 10 which I have ever applied: 3.1 Sample 1: Unit 1: Family life: 3.2 Sample 2: Unit 2: Your body and you: 14 3.3 Sample 3: Unit 3: Music 16 3.4 Sample 4: Unit 4: For a better community 18 3.5 Sample 5: Unit 5: Inventions 20 3.6 Sample 6: Unit 6: Gender equality 22 3.7 Sample 7: Unit 7: Cultural diversity 23 Part B Using information gaps in teaching English speaking skills for 10th new program graders 3.8 Sample 8: Unit 8: New ways to learn 24 3.9 Sample 9: Unit 9: Preserving the environment 26 3.10 Sample 10: Unit 10: Ecotourism 28 The results of the work 30 Conclusion Reference 32 Part C Part D 33 PART A: INTRODUCTION I Reasons for the study Using information gaps in teaching English speaking skills for 10th new program graders In order to meet the constant development of society and the country's integration trend, the promotion of students' competences in a comprehensive way is a central issue of Vietnam's education and is receiving social special attentions The development orientation of learners' competency towards the educational program entails an inevitable requirement to innovate teaching methods Finding the right method to help students have the ability to use English independently, and confidently communicate is an important task of every classroom teacher Currently, teaching high school English is the direction for students to perfect skills Listening - Speaking - Reading - Writing, in which focusing on developing communication skills for students to help students have the ability to use Using English as a communication tool at a basic level, proceeding to form the ability to use English easily and effectively in common communication Therefore, English teachers need to focus on language teaching skills, be flexible in organizing teaching activities, use active teaching methods to bring the highest teaching efficiency According to the need to reform foreign language teaching and learning activities in the project "National Foreign Language 2020", the Ministry of Education and Training emphasized the enhancement of effectiveness in both foreign language teaching and Students becoming more active in learning foreign languages are two issues that need to be addressed Students need to develop comprehensively their foreign language abilities to help them confidently use English in everyday life alongside their native language, Vietnamese, thereby helping students meet their communication needs for integration, cultural, economic & social exchanges between countries English is widely used in most of the fields in our society today In exams such as graduating from the national high school, entrance exam for specialized schools English is one of the compulsory subjects, however, the reality of teaching English in high schools still remains This is a difficult problem, especially in suburban districts like Quynh Luu Difficulties pile up difficulties For a few selected classes at Quynh Luu High School, learning and communicating in English have met certain difficulties For general classes, students have more difficulties when practicing Listening and Speaking Students are often very confused, shy, lack of confidence and they have difficulties in using English One of the reasons may be the lack of communication environment In most classes, students only come to class to listen to the teacher lecture without actually communicating in English Teachers also often use the tasks that are designed in the textbook without creating a real English communication environment for the students That situation has made every teacher in the classroom like me ponder about how to help students not only understand and deepen their knowledge, but also help them practice a real English speaking environment more so that they can improve their speaking skills and become more confident in using English Therefore, I have researched and boldly applied the method "Using information gaps in teaching English speaking skills for 10 th new program graders” Using information gaps in teaching English speaking skills for 10th new program graders When writing this experiential initiative, I just hope to share some types of information gaps exercises used in teaching speaking skills to students in the English 10 th new program, as well as application steps to take to help students enjoy learning and improve their speaking skills II Aims of the study The aims of the study are: - To help students be able to ask yes / no questions about a certain topic such as: housework, television programs, world cultures inventions, types of pollution, some tourist destinations - To help students be able to form a descriptive sentence about something like chores - To help students be able to ask and answer simple questions about a certain topic such as: habits, the TV program, similarities and differences, the use of electronic devices for learning, certain types of pollution - To help students be able to talk about what they like / dislikes - To help students be able to ask and answer questions about a particular invention, its features, its uses, and its benefits - To help students express their point of view about a certain topic III Methods of the study - Observation method: document research, observation of students' attitude in speaking lessons - Method of exchange and discussion: after attending hours of colleagues, my colleagues, my colleagues and I conduct exchanges and discussions to draw out lessons for lessons - Experimental method: Teachers conduct experimental teaching of information gap activities during speaking lessons IV Scope of the study - Practical research on 10th graders of Quynh Luu High School - Quynh Luu District Nghe An Province - The main research object that I have ever applied this topic is class 10A1 - a general class that mainly focuses on average and weak students PART B: CONTENT I The theoretical and practical backgrounds Using information gaps in teaching English speaking skills for 10th new program graders Theoretical background Considering the great advantages of information gap mentioned, there are a variety of different ways to use information gap in the classroom I myself have applied some useful information gap above to help students get movitated and improve the learning atmosphere in English classroom I have been using information gap in English learning classroom in 10A6 grader And I amazingly found that they have made teaching and learning easier, faster and more pleasing: Practical background Unlike traditional method of teaching and learning in which teacher is seen as a disseminator who will bring all necessary informations to students passively The assessment mainly relies on paper-based, rote memorization, or teacher-led instruction that simply presents established facts or portrays a smooth path to knowledge instead of posing questions, problems, or scenarios Thus, students may have few opportunities to develop their cooperative learning skills and self-evaluation.Students are even learned in boring classes without media Information gap to help students get movitated and improve the learning atmosphere in English classroom,where students work in collaborative real-world investigations They will become centered-learner of the learning process and assessment Almost students have motivation in learning English They are more attentive to the lesson and eager to learn As a result, they use the language with great interest and students feel relaxed while learning II The solutions Some information gap operations: According to many research papers, there are different ways to classify information gap activities In this outline of the initiative, I would like to highlight some common, relevant and easy-to-apply information gap activities which I have ever applied: 1.1 Guessing activities:  Guess the picture - Teacher prepares some simple pictures (like clothes, food, action, ) - Teacher selects each picture in turn and does not let students know the content of the picture Students guess by asking questions T: Guess how I went to X Ss: Did you go by car? Did you go by bus? Did you walk? Using information gaps in teaching English speaking skills for 10th new program graders  Guess the sentence - Teacher writes a sentence on a card without the students’ seeing, but he writes the basic structure of the sentence on the board Students will ask questions to guess For example: The teacher writes the structure: I went to (somewhere) to (do something) - Students guess the teacher's sentence correctly by asking: Did you go to the park? Did you go to school? Did you go to the stadium? Did you play football?  Mime - The teacher calls a student to the board This student will receive a description of an action and then describe the action for you to guess For example: You are mending a puncture You are mending a plug You are changing a light bulb  Guess famous people - The teacher calls a student to the board This student will receive a description of an action and then describe the action for you to guess For example: Are you still alive or dead? Are you English? Are you a singer?  “What’s my line?” - A student will choose a career and perform a typical career action The rest ones will guess the job by asking questions For example: “Were you mending something?”, “Were you digging?” or “Do you work outside?”  What and where: Using information gaps in teaching English speaking skills for 10th new program graders Teacher invite students out The rest of the students will hide something in the classroom After two students enter, they will have to guess what the hidden object is and where it is hidden For example: “ Is it made of wood?”, “Is it a pencil?”, “Is it high or low?” or “ Is it on this side of the room?” 1.2 Exchange personal information activities: This is one of the easiest and the most enjoyable activities in a speaking class in which students exchange information about themselves Students will feel more comfortable and natural when talking about life, hobbies, with their friends Thus, a natural information gap will be formed Depending on the lesson topic, the teacher can apply this activity For example, students work in pairs and ask their friends about their daily routine: “When you get up?/ When you have breakfast?/ What you have for breakfast? / When you go to school?/ How you go to school? etc 1.3 Jigsaw activities: In this activity, students can be organized into individual, pair, or group form - Each student will be assigned a different information - Students will move around the class, in pairs, groups, to find out students with the same information (by asking questions), or asking information in pairs, in groups - Teachers ask students what information they have, or students give information they asked, Tips for using information gap - Teachers should start with familiar information gap Take real-world topic and begin an in-depth investigation Base your information gap on authentic situation or topic Besides, the information gap should be a “now” information – The information should be suitable with students’ age and easy to understand - When designing a technique, teacher should have in mind which content standards will be addressed, what kind of information to support and what materials and resources will be accessible to the students to assist them Using information gaps in teaching English speaking skills for 10th new program graders Samples of information gap activities for speaking skills in English program 10 which I have ever applied: 3.1.Sample 1: Unit 1: Family life: Activity 1: Guessing game: - Objective: Help students ask yes / no questions about housework - Proceed: + Teacher calls student on the board + This student will choose a random picture, the rest of the students will ask yes / no questions to guess what the house is about.( kind of household chores) - Handout: Using information gaps in teaching English speaking skills for 10th new program graders Activity 2: miming: - Objective: help students be able to form sentences to describe chores ( household chores) - Procedure: The teacher calls a student to the board This student will receive a description of a chore, and then act it out for their guesses For example: e.g You are sweeping the floor You are ironing the clothes You are shopping for groceries - Handout: Using information gaps in teaching English speaking skills for 10th new program graders Activity 3: Exchanging personal information: - Objective: To help students be able to ask simple questions about similarities and differences - Proceed: + Students work in pairs + Teachers give handouts to students + Based on handouts, students will ask and answer to find the similarity and difference + Students present their answers - Handout: Which household chores you like doing and which you dislike? Why? Ask your friend to complete the following table Chores You Your friend Similarity/difference Cooking Watering the flowers Do the washing 10 Using information gaps in teaching English speaking skills for 10th new program graders Purpose: This activity is CARD B Activity: Place :School Students taught are: Purpose: teach how to read and write This activity is 3.5 Sample 5: Unit 5: Inventions Activity 1: Guessing game: - Objective: Help students ask yes / no questions about inventions - Proceed: + Teacher calls student to go to the board and choose an object (hidden) + The rest of the students will ask yes / no questions to guess what the object is - Handout: 19 Using information gaps in teaching English speaking skills for 10th new program graders Activity 2: Jigsaw - Objectives: To enable students to ask and answer questions about a particular invention, its features, its uses, and its benefits - Proceed: + Students work in pairs + Each student is given one card (card with missing information) + Students work in pairs to ask and answer questions - Handout: Card A Name of Invention Characteristics Use Portable solar charger ??? Charge mobile devices ??? Small, portable ??? (mobile phones, cameras and laptop) 20 Using information gaps in teaching English speaking skills for 10th new program graders Benefits ??? ??? Card B Name of Invention Characteristics Use ??? USB stick Small, portable ??? Small, portable Store data (audio or Benefits video files) ??? ??? 3.6.Sample 6: Unit 6: Gender equality Activity 1: Exchanging information - Objective: To help students express the views on the gender equality topic - Proceed: + students work in pairs + Each pair will receive votes + Students ask and answer by questionnaire - Handout: Statements You Your friend Similarities/ differences Men are better leaders than women Women’s natural roles are care-givers and 21 Using information gaps in teaching English speaking skills for 10th new program graders housewives Men are traditional decision-makers and bread-winners Women are more hard-working than men although they are physically weaker Women may become trouble-makers because they are too talkative Men are not as good with children as women 3.7.Sample 7: Unit 7: Cultural diversity Activity 1: Guessing game: - Objective: Help students be able to ask yes / no questions about world cultures - Proceed: + Teacher calls student to come up to the board and choose any custom / tradition (prepared by the teacher) + The rest of the students will ask yes / no questions to guess Example: Does this tradition come from Vietnam? / Is it about ? - Handout: 22 Using information gaps in teaching English speaking skills for 10th new program graders 2.8.Sample 8: Unit 8: New ways to learn Activity 1: Jigsaw: - Objective: Help students practise talking about the use of electronic devices for learning - Proceed: + Teachers divide the class into groups of 4-5 students + Each group is given a card about the use of electronic devices in learning + Each group member will take turns reading their card, then the groups will arrange their ideas in order from most effective to least effective 23 Using information gaps in teaching English speaking skills for 10th new program graders + Teacher numbered students from 1-5, then divided the group by number (5 students number is a group, ) + Each student will present to the rest of the group about the arrangement (of the old group) - Handout: Electronic devices help students look up information, take notes, write papers and submit them to teachers They allow teachers to prepare lessons and grade papers Surveys show that ninety per cent of people that listen to music before working on essays or projects have better results I dislike homework, but I have fun when I it on a tablet My handwriting is horrible, so typing makes it easier for me and my teacher, because I can change anything and my teacher can read what is written Students can relax during break time by listening to music, texting, chatting or playing games on their smartphones Electronics make students’ backpacks lighter Students can replace the weight of papers and textbooks with a tablet that has notes and assignments, and allows access to online textbooks Electronics or electronic devices make my school life much easier and more enjoyable Electronics make learning and teaching faster, easier and better 24 Using information gaps in teaching English speaking skills for 10th new program graders 3.9.Sample 9: Unit 9: Preserving the environment Activity 1: Guessing game: - Objective: Help students ask yes / no questions about types of pollution - Proceed: + Teacher calls student on the board to choose a picture about any kind of pollution (prepared by the teacher) + Other students will ask yes / no questions to guess what type of pollution it is - Handout: 25 Using information gaps in teaching English speaking skills for 10th new program graders Activity 2: Jigsaw - Objective: Help the student talk about certain types of pollution - Proceed: + Students work in groups + Each group receives human activity, Hs in the group will discuss: type of pollution, its consequences + The teacher numbered students from 1-3, divided the new group (student number group into group, student number groups into group, ) Students work in new groups, each member sharing information with the members - Handout: Human activity 2: Fertilizers and pesticide sprays, harmful rubbish and chemicals throw in the rivers Human activity 1: Fossil fuel burning by motor vehicles, factories, aircrafts and rockets Human activity 3: Loud and annoying sounds from factory machinery, motor vehicles, aircraft, and muscial instruments 26 Using information gaps in teaching English speaking skills for 10th new program graders Type of Human activity Consequence pollution Fertilizers and pesticide sprays, harmful rubbish and chemicals throw in the rivers Loud and annoying sounds from factory machinery, motor vehicles, aircraft, and muscial instruments Fossil fuel burning by motor vehicles, factories, aircrafts and rockets 2.10.Sample 10: Unit 10: Ecotourism Activity 1: Guessing - Objective: Help students to ask yes / no questions about some tourist destinations - Proceed: + Teacher calls student on the board, select a picture of a famous tourist destination in the country (prepared by the teacher) + Other students will ask yes / no questions to guess which tourist sites are - Handout: 27 Using information gaps in teaching English speaking skills for 10th new program graders Activity 2: Jigsaw - Objective: Help students talk about an ecotourism destination - Proceed: + Students work in groups (4 or students / group) + Each group is provided with information about tourist destinations Groups discuss relevant information for each destination + The teacher numbered students from -4 (or 1-5), then students worked in a new group (by number) and shared the information in the new group + The groups choose a destination they like best - Handout: 28 Using information gaps in teaching English speaking skills for 10th new program graders 3.The results of the work 29 Using information gaps in teaching English speaking skills for 10th new program graders After a year applying the teachniques mentioned above, I have acchieved some certain results: - Most of students have motivation in learning English: They are more attentive to the lesson and eager to learn As a result, they use the language with great interest - Students feel confident while speaking English: Most of them said that they not feel stressed or worried They feel confident while they are l speaking English, so they concentrate on the lesson much better - Students can memorize words better: They can remember what the words means and how to use those words whenever I check - Students have improved their guessing skill: Seventy percent can guess the meaning of new words correctly right after listening to the songs It means that they can this in speaking as well - Students can have good pronunciation: Most of them can pronounce the words correctly and beautifully - Students learn grammar better: They can remember the grammatical points for long That is the thing that makes their learning better and better - Students are more active when working in pairs or groups: They are eager to take part in activities like pair work or group work Therefore, they make the discussion more effective and interesting 4.1 The result of my work is shown in the following table: 30 Using information gaps in teaching English speaking skills for 10th new program graders Year Class Before doing experiments After doing experiments Speak English confidently Not confident in speaking English ( % Students) Speak English confidently ( % Students) Not confident in speaking English ( % Students) ( % Students) 2020-2021 10A1 40% 60% 72% 28% 10A1 45% 55% 79% 21% (1st term) 2020-2021 (2nd term) 4.2 Comments from my colleagues: PART C: CONCLUTION 31 Using information gaps in teaching English speaking skills for 10th new program graders Above are all of the ideas that I have learned and applied in my classroom Thinking, each person has their own thoughts, each teacher has their own style of teaching, but regardless of the method It is aimed at the common goal of imparting knowledge to the children as well as transmitting fire for students who are more passionate about the subject On my side, I am going to continue to inherit and promote the achieved results of the implementation of the topic At the same time I will constantly learn to learn from experience, overcome difficulties in teaching to meet the need to renew English language teaching programs and methods of the Ministry of Education and Training PART D: REFERENCES - Sách giáo khoa chương trình tiếng Anh 10 hệ 10 năm, Nhà xuất giáo dục - Bộ GD&ĐT Chuẩn kiến thức phổ thông, NXB giáo dục, Hà Nội, 2006 - Bộ Giáo dục Đào tạo Chương trình giáo dục phổ thông, Nxb Giáo dục 2006 - Bailey K.M (2005), Practical English Languge Teaching Speaking, McGraw – 32 Using information gaps in teaching English speaking skills for 10th new program graders Hill.Inc - Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research - http://www.ảnh dạy học tích cực.com/ This site has pictures on which can be used for educational purposes 33 ... 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