(Sáng kiến kinh nghiệm) the research some methods of how to improve speaking lessona teaching more effectively, english 10

TABLE OF CONTENTS TITLE PAGE A Introduction……………………………………………………… I Reason for choosing the research………………………………… II Aim of the research………………………………………………… III Scope, object and researching method…………………………… B Solving problems………………………………………………… I Theory basic……………………………………………………… II The fact of study problem……………………………………… III Solutions…………………………………………………………… Methods to carry out……………………………………………… 1.1 Brainstorming……………………………………………………… 1.2 Controlled speaking………………………………………………… 1.3 Two-tier task……………………………………………………… 1.4 Flash method……………………………………………………… 1.5 Free practice………………………………………………………… The solutions to carry out.………………………………………… IV The study results of problems……………………………………… 14 C Conclusions and proposals……………………………………… 15 A INTRODUCTION I REASON FOR CHOOSING THE RESEARCH It is undeniable that English is an international language English is considered as the medium of communication in many different fields such as: science, technology, aviation, international sport, diplomacy, and so on English is also the official language of many international organizations, such as: ASEAN, WTO, WHO, UN, etc With the spread of globalization and the rapid expansion of informational and technologies, there has been an explosion in the demand for English worldwide Thanks to the innovation of ways in teaching English, English lessons are taught with four skills (speaking, reading, listening, writing) in one unit Moreover, there exists three stages – Pre - while – post - teaching in one lesson This really helps students improve their skills beside the grammar exercises to pass the exams In the process of fact teaching at Hau Loc Upper Secondary School, fact teaching in classes , I find that most teachers have been strongly influenced by the traditional methods Emphasis has been placed on the mastery of language structures rather than on how language is used Teachers as well as students are used to concentrating on grammatical items Some of them even ignore teaching speaking skill and focus only on grammar exercises for the exams As a result, this leads to the problem their English is not good enough to use in real communicating situations So, through the process of teaching and applying active teaching methods in the speaking lessons I found that students’speaking ability was improved They didn’t feel difficult to express their opinions in English they were confident in the knowledge and especially , they were also confident to present a problem in front of the class ,they use their own language in order to carry out the communication independently and confidently, So I choose this theme with the aim to exchange some experiences of myself in the process of teaching “ Speaking lesson” English 10 (basic) I am very glad to receive the sharing and contributing ideas of colleagues so that I can perfect in the process of applying and teaching facts II AIMS OF THE RESEARCH: -Giving out the principles for teaching speaking periods -Helping students to be more active in speaking lessons and they can speak English more confidently -Helping teachers to use active teaching methods in speaking lessons more effectively in different classes III SCOPE, OBJECT AND RESEARCHING METHOD -Scope: Researching in the process of teaching English at Hau Loc Upper Secondary School -Object: This subject is concerned with ways of organizing activities in the class -Researching method: Reading reference books, discussing with other teachers, applying in teaching, observing and drawing out experiences B SOLVING PROBLEMS I.THEORY BASIC: In recent decades, English has been more and more important in Vietnam The importance of English is not only in how many people speak it but also in what it is used for Beside the native language is popularly used in all fields of the society, English is now widely known as the major language of intercommunication, international commerce and business, science and technology and so on Thus, people with good English proficiency are extremely needed in any fields of society As a result, there has been a positive trend of teaching and learning English across the country People, from children to adults, learn English with different purposes Children learn English because of the requirement of their parents and school Students learn English to pass the exams, to study abroad or to find a good job in the future Adults learn English in order to be able to communicate with foreigners or business In general, despite deriving from different purposes, everyone wants to turn English to become their own instrument in their lives After every speaking lesson, the students have to be able to communicate successfully in social situations such as talking about life or career They have to take part in discussion, negotiation or explanation of social issues, agree or disagree with others’ opinions, They have to gain confidence in communicating successfully, using communicative strategies to express their ideas, and feelings appropriately and fluently II THE FACT OF STUDY PROBLEM The fact of teaching and learning problem at Upper Secondary Schools We are living in the global world in which English language has rapidly become an international language To meet this requirement, English has been taught almost everywhere in Vietnam, especially in schools, colleges, universities, English is a compulsory subject However, how to speak English well is a problem for many learners of English, especially for the students of upper secondary schools Despite the fact that most of the students have been learning English since they were at lower secondary or high school, they are deficient in English speaking As a teacher of high school, from our observation and our own teaching experience, we see that during the speaking lesson classroom interaction is restricted Only some students get involved in the activities conducted by the teacher while others keep silence or other things Thus, one of the challenges to the teacher is to find out the answer to the question “Why don’t many students of English get involved actively in speaking lesson?” To find the answer to this question it is necessary to investigate what motivates and de-motivates students in English learning in general and in speaking in particular And the teachers ask their students to be willing to speak They speak a lot and understand what other people speak, they can reach the aims of learning foreign language The fact problem of learning foreign language at Hau Loc Upper Secondary School Hau Loc Upper Secondary School is located in Van Loc commune, Hau Loc The economic condition is not good and the social learning is also not good so teaching and learning of teachers and students are having many difficulties The approaching with books, newspapers and modern communication media is limited Otherwise, the class is crowded level is uneven Most students are in the status “losing basic knowledge” of Primary and Lower Secondary School’s knowledge Besides, they consider English a difficult subject, so they are worried of learning In the English period , the students are not confident in communicating because they are worried of speaking wrong or pronouncing not very exactly, so the application of communication practice method in teaching is very difficult III SOLUTIONS Methods to carry out Some active teaching methods in speaking lessons, English 10 ( basic) 1.1 Brainstorming It is suggestion method for students to contribute general ideas for speaking lesson The teacher lets students work in pairs/ teams or the whole class, they discuss and list ideas, after that they contribute with the whole class 1.2 Controlled speaking It is a required speaking method and uses the things or given vocabulary and structures The teacher let students work in pairs / groups to save time and practise speaking the most 1.3 Two-tier task This method is used for group students who have unequal levels Sometimes it is due to unequal levels, the time for group students complete of the requirement of practice is uneven So the teachers use this method to supply further requirement for better student s For example, after finishing speaking , they write in brief or find out causes , they are statistic quantity,compare… 1.4 Flash method It is the method with the aim to mobilize the students’ involvement about any theme, or to get reactive information or to improve communication status and the learning atmosphere in class, through the things that the members in the class give quickly ideas about a theme or mission of the lesson 1.5 Free practice In this stage, the teachers only give general requirement, don’t limit ideas as well as language, they let students speak freely The students speak about their own experiences , friends , relatives or about hometown they live In this stage , students still work in pairs/ teams The solutions to carry out In this part , I give some examples about applying above methods in the process of some speaking lessons basic English: Unit 1: A day in the life of Lesson: Speaking Aims: Helps students to master the words related to daily routine , talk about one’s daily routine and express their ideas about daily activities Warm up: In this part , I use “brainstorming” to lead students into the lesson.The teacher gives some pictures with some phrases related to the theme such as : Having breakfast, Going to school and Playing football Having breakfast Going to school Going to bed Students can discuss and speak easily and give some other phrases such as: Having lunch Playing football Doing the homeworks Through the activities , students can know the aim of the lesson Task 1: Quan is a tenth-grade student He goes to school every morning Ask and answer questions with a partner, using the information from the timetable In this task , I use “ controlled speaking” method I ask students to work in pairs to ask and answer the questions : one student asks and another answers ,then change the role The teacher moves around the classroom to give help and jot down students’mistakes in pronunciation and grammar for later correction After that , the teacher calls on some pairs to act out the dialogues: Questions: What time does Quan have a Civic education/ Literature/ History or Maths … lesson on Monday/ Tuesday/ Wednesday…….? What lesson does Quan have at 7:15 am/ 8:05am / 8:55a.m… on Monday/ Tuesday/ Wednesday…….? What date does Quan have two Literature / Maths lessons? Does he have an English lesson on Thursday? ………………… Answers: He has a ……lesson at… At……on…… he has a ……… On ……he has two Literature / Maths lessons ……………………… Task 2: Talk about Quan’s activities In this task I use “two-tier task” With weak and average students , I ask them to ask and answer ( with other partner) , using questions such as: What is Quan doing in picture a/ picture b/ picture c…….? Is he playing football? What does Quan at p.m ? With better students, I arrange them to work in groups of four or five and act as if they were members in Quan’s family ( the father, the mother, the younger sister, the younger brother, and Quan ) Each person in Quan’s family says about their daily routine When I use this method , I find that all students can speak very well I call one group to present in front of the class Suggested ideas: - I am Quan, every afternoon I get up at 14:00 Then I study for about two hours I watch TV at 16:30 At 17:00 I ride to the stadium to play football with other boys in the neighborhood…… - I’m Le Van Son I’m Quan’s father , I work as a doctor in a big hospital everyday I go to work at a.m ……………… - As a mother, …………………………………………… - …………………………………………………………… Task 3: Tell your classmates about your daily routine In this task , I use method “ free speaking” The teacher asks students to practise speaking about their daily routine, based on the sentences in task Students in turns talk about their daily routine Example: I usually get up at 6a.m and then I brush my teeth…… In the afternoon, I often go to the library with my classmates… …………………………………………………………… Unit 4: Special Education Lesson B: Speaking Aim: Help students to master the words related to school, to talk about school life a student Warm-up: In this part , Teacher can use “brainstorming method” to lead students into the lesson Teacher shows schools’ pictures and ask students to match the words with their names: Physical education lesson Mid – term test English lesson Break Thanks to the activities , students can know the aim of the lesson about school Task 1: Work with a partner Fill in the blanks with the right questions Teacher asks students to read the requirement of the task In this task, I use “ controlled speaking method” so that students can ask and answer fluently about the school life based on page 47 (textbook) Example: S1: Which lower – secondary school did you go to? S2: I went to Long Bien lower- secondary school in Gia Lam, Hanoi S1: What was your timetable? S2: Well, I went to school in the morning and I often had five classes ……………………………………………… Task 3: Tell the whole class what you know about your partner For the requirement of the task , I can choose some methods such as controlled speaking, two-tier task, flash method , free speaking In this part , I use “ flash method” to motivate students as well as to insure time After students find out the task’s requirement and prepare in three minutes , the teacher can ask some students to report their results the class , With weak and average students , they can use simple sentences as in task Example: Lan went to Loc Son Lower- secondary School in Hau Loc, Thanh hoa Her subjects were Maths, Physics, Chemistry, Literature, Biology, History, … She went to school in the morning and she often had five classes ……………………………………………… With better students, I arrange them to work in groups of four or five and ask them to discuss more difficult questions and then call a student from each group to report their group’s result Questions: How did you feel about your school?/ Did you like it or not? What subject(s) did you like best? And why? What things did you like and what things didn’t you like? (uniform ?/ subjects? / homework?/ the breaks?/ teachers? /punishment? ) What changes would you like to make? Answers: Nam liked everything in his school, his teachers, his friends and the different activities at school but if he could change one thing, it would be the breaks between the classes They were too short…………………… I always move around and help if necessary, jot down some pronunciation mistakes for later correction I find students can speak very well 10 Unit 13: Films and cinema Lesson B : Speaking Aim: Help students to master the words related to the film, to express their opinion about a film, using attitudinal adjectives and tell what kinds of film they like and dislike Warm-up: In this lesson , I use some pictures about films and ask students to answer the question “ What are the kinds of these films?” (free practice) Science fiction film Cartoon film 11 Action film Through asking and answering the questions related to the theme of the lesson , the atmosphere of the class will be exciting and lead students to the lesson easily Task 1: In this task , I use “ controlled speaking” method I ask students to work in pairs to ask and answer the questions : one student asks and another answers ,then change the role I also ask pairs to replace underlined words with other kinds of films Question: How much you like science fiction film? Very much / not very much / not at all Answer: With this method , I find that average students have more opportunities to practice speaking and the class is exciting Task 2: Find out what your friends feel about each kind of film For the requirement of the task , I can choose some methods such as controlled speaking, two-tier task, flash method , free speaking In this part , I use “ flash method” to motivate students as well as to insure time After students find out the task’s requirement, I ask some students to list some adjectives that students can use to talk about the films, especially pay attention to adjectives ending in -ing interesting / moving / good fun / violent / boring / exciting/ terrifying…… The teacher sticks the handout with the model prepared at home on the board: 12 Example: A: What you think of ……………….? B: Oh, I find them really …………… C: I don’t quite agree with you I find them very ………… The teacher asks students to work in group of in five minutes with both the good and the bad in a group to support each other base on the model to practise I always move around the class to control and give help if necessary and then calling some groups to act out the conversations With this method , I find that students are excited about speaking and the class is exciting Task 3: Personalization For me, in this task , I use “ two-tier task” and “ free speaking method” With weak and average students , I ask them to ask and answer ( with other partner) , using questions suggested below Where did you see it? Question: What kind of film is it? What is it about? Who is / are the main character(s)? How you feel about it? Why you prefer it to other films? Answers: I saw it ………………… It is ……………………………… It is about ………………………… …… ……………………………………… For better students , I put students to work in groups of four or five I require them to talk much more ,depending on their opinion and understanding I always move around and help if necessary I find students can speak very well Of course, I will correct mistakes if students make IV THE STUDY RESULTS OF PROBLEMS Using some active teaching methods in speaking lesson textbook 10 really have its effects because the students are active, enthusiastic, excited to learn By using this method, the students who are always afraid, shy, lazy now are active in learning , makes the speaking period more and more exciting In the school years of 2015-2016 and 2016-2017 I carried out my theme in 10 grades at Hau Loc Upper Secondary School , the general results of students when they the English tests are following: 13 Kind Excellent Object Don’t apply in 0% 10C4, 10C5 in the school year of 2016-2017 Apply in 10C8, 5% 10C3 in the school year of 2016-2017 good average weak Bad 25% 30% 35% 10% 40% 40% 15% C CONCLUSIONS AND PROPOSALS This is suitable theme for teaching and learning of teachers and students This theme can apply to all students but if it is applied to good students , the effect is better Learning English , communication atmosphere is very important If the students can approach the facts, always use what they learn , their communication and knowledge are more and more stable So, my theme can have good results and can be carried out widely and deeply for students I have some opinions to put forward: Lesson learned: - I always close to the students so that I can discover their abilities - I need to divive subgroup in a group of students with weaker students, average students, good ones - I need to control the maximum time for a lesson - From reality itself, through theoretical study and learn from colleagues , I have some experience in teaching method " The organization for method students practises in pairs and groups effectively In this theme there are defects, these are the issues that I concern much From the fact that I draw the lessons and experiences in order to have the best method in teaching English They are some my above experiences through process of teaching in the last school year 2016-2017 However, due to limit of documents and time, there will be some shortcomings I look forward to receiving sincere advices from leaders and collogues Some proposals: For school managers, it is necessary to invest more consulted documents for teachers, to have abundant library for students to study documents, to have expenditures to help and encourage teachers 14 - Giving time condition to train weak, bad students; improve excellent and good students In order to that , the theme can be applied widely and give better results - Organizing more special subjects to innovate teaching methods for all teachers of English to attend and they can have themselves the best teaching method At the same time , those special subjects should have concrete teaching period in each grade for us to learn - Especially, it is vital to have both a suitable classroom and ensuring enrollment.I suppose that this theme will be very effective Thank you for your attention to my study The head master’s confirmation Thanh Hoa, 15th May , 2017 Undertaking not to copy Nguyễn Minh Tâm 15 REFERENCES A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press Giáo trình giáo học pháp (Khoa ngơn ngữ và văn hóa Anh - Mĩ - Úc – Trường đại học quốc gia Hà Nội) Harmer, J 1984 The Practice of English Language Teaching London: Longman Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung) Practical handbook of language teaching (David Cross) 16 ... theme with the aim to exchange some experiences of myself in the process of teaching “ Speaking lesson” English 10 (basic) I am very glad to receive the sharing and contributing ideas of colleagues... in the process of applying and teaching facts II AIMS OF THE RESEARCH: -Giving out the principles for teaching speaking periods -Helping students to be more active in speaking lessons and they... challenges to the teacher is to find out the answer to the question “Why don’t many students of English get involved actively in speaking lesson?” To find the answer to this question it is necessary to