(Sáng kiến kinh nghiệm) applying some useful speaking activities to enhance the 10th form students’ activeness at 4 tho xuan high school

-1 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT THỌ XUÂN EXPERIENCE INITIATIVE APPLYING SOME USEFUL SPEAKING ACTIVITIES TO ENHANCE THE 10TH FORM STUDENTS’ ACTIVENESS AT THO XUAN HIGH SCHOOL Người thực hiện: Đỗ Thị Sen Chức vụ: Giáo viên Đơn vị công tác: Trường THPT Thọ Xuân SKKN thuộc lĩnh vực (môn): Môn Tiếng Anh THANH HOÁ NĂM 2018 -2 TABLE OF CONTENTS INTRODUCTION………………………………………………………… 1.1 Reasons for choosing the research……………………………………… 1.2 Aims of the research…………………………………………………… 1.3 Object of the research…………………………………………………… 1.4 Methods of the research………………………………………………… CONTENT…………………………………………………………………… 2.1 Theoretical background………………………………………………… 2.2 The reality of the problem………………………………………… … 2.3 Measure implementation………………………………………………… 2.3.1 Brainstorming ………………………………………………………… 2.3.2 Information Gap Activities…………………………………………… 2.3.3 Playing Cards………………………………………………………… 2.4 Result…………………………………………………………………… CONCLUSION AND SUGGESTIONS………………………………… 3.1 Conclusion……………………………………………………………… 3.2 Suggestions……………………………………………………………… REFERENCES……………………………………………………………… APPENDIX………………………………………………………………… Page 1 2 3 11 13 14 15 15 15 16 17 -3 INTRODUCTION 1.1 Reasons for choosing the research English nowadays has become more and more popular and has been widely used in Viet Nam It is one of the major subjects in many schools and an indispensable means of communication at present It is also a "useful tool" and a "master- key" to discover the world of science, technology, education, culture, business and diplomacy With such a trend of development, learning English is, therefore, important than ever before It is of such great importance that many students are more and more interested in learning English All learning is active in a certain sense, but some kinds of learning are more active than others Here, active learning is defined in one sense to mean that the learner uses opportunities to decide about aspects of the learning process The stimulation of learning activities and regulation processes, or teaching students how to learn, is likely to lead to the best performance in the long run Speaking skill is a very important skill when learning English Today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, learners can express themselves and learn how to follow the social and cultural rules appropriate in teacher communicative circumstances Many language learners regard speaking ability as the measure of knowing a language These learners define fluency as the ability to converse with others, much more than the ability to read, write or comprehend oral language The real situation of English language teaching in Vietnam shows that speaking is the skill students usually neglect and are not good at even though they have very good grammatical knowledge Students’ learning methods depend much on teachers; students still are quite passive in their learning process In order to improve the students’ speaking ability, teachers can use many kinds of communicative activities Being aware of this urgent problem, I have a great desire to study the current activeness of ssually quite high in these activities These activities help move the students from working in a more structured environment into a more communicative environment; they are hopefully using lots of the target language, and in the process discovering where they have gaps Knowing where these gaps are gives them a direction in which to improve + Example: Unit 11: National parks – Lesson B < Speaking > Task 3: Work in pairs Ask and answer questions to complete your table Aim: Using conditional sentence type to express the regrets about what someone did or did not in the past Teaching aids: worksheets Time: 15 minutes Procedure: - Step (2 minutes): The teacher divides the class into pairs and gives each pair worksheets; each student gets one (A or B) A Name Hoa Nam Lan Minh Thuy Condition If she hadn’t got up late Result he would have got good marks If she had had enough money he wouldn’t have had the accident If she hadn’t passed the exam B Name Hoa Nam Lan Minh Thuy Condition Result she wouldn’t have missed the train If he had tried in Math she could have bought the book If he had driven carefully her parents would have been disappointed The students may ask and answer: Student A: What would have happened if Hoa hadn’t got up late? Student B: If she hadn’t got up late, she wouldn’t have missed the train Or: Student B: Hoa wouldn’t have missed the train if what had happened? Student A: She wouldn’t have missed the train if she hadn’t got up late - 15 - Step (5 minutes): The teacher has the students to ask and answer questions in order to find all the necessary information to complete their table in minutes The teacher goes around and observes the class - Step (5 minutes): The teacher calls on some students to read the complete sentences - Step (3 minutes): The teacher calls on some other students to comment and then gives feedback 2.3.3 Playing Cards In this game, students should form groups of four Each student in a group will choose a card Then, each student will write 4-5 questions about that topic to ask the other people in the group However, the teacher should state at the beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production.  Rather, students ask open-ended questions to each other so that they reply in complete sentences + Aims: It's a way to encourage your students to speaking about everyday topics and interact with the rest of the group and not just the teacher + Example: Unit 2: School talks – Lesson B < Speaking > Task 4: Work in pairs Make small talks, using the starting and ending of a conversation Aim: Fluency in expressing opinions and making conversations Teaching aids: cards Time: 15 minutes Procedure: - Step (2 minutes): The teacher divides the class into groups of four and gives each group four cards: * Diamonds: The weather * Hearts: Last night’s TV programmes * Spades: Football * Clubs: Plans for next weekend - Step (3 minutes): Each student in a group will choose a card Then, each student will write 4-5 questions about that topic to ask the other students in the group For instance: If the topic "Diamonds: The weather" is selected, here are some possible questions: * What’s the weather like today? * What’s the weather like in the spring/ summer/ autumn/ winter? * What’s the weather like in your country/ hometown? - 16 * What weather you like? Why? * What you often when it’s warm/ hot/ cool/ cold? - Step (5 minutes): The teacher lets the students talk with each other about the topics - Step (4 minutes): The teacher calls some pairs to represent in front of the class - Step (1 minute): The teacher comments and gives feedback 2.4 Result After using the above activities in speaking lessons for the 10th grade, I realized that there have been some considerable changes such as: + The atmosphere of the class became more ebullient; the students were eager to participate in speaking activities and active to contribute their ideas to the lesson + The students were more confident and less afraid of making mistakes The progress of the students can be seen through the following tables comparing the studying results between the time before and after using some useful speaking activities Table 1: Result of the quality test at the beginning of the school year (Before using some useful speaking activities) Class Total Excellent Number 10A2 46 10A4 44 10A5 45 % 2,2 0 Good Number 12 10 % 26,1 18,2 22,2 Fair Bad Number % Number % 21 45,6 12 26,1 14 31,8 22 50 15 33,3 20 44,5 Table 4: Result of the quality test at the end of the school year (After using some useful speaking activities) Class Total Excellent Good Fair Bad Number % Number % Number % Number % 10A2 46 10,9 20 43,5 16 34,7 10,9 10A4 44 2,3 11 25 22 50 10 22,7 10A5 45 4,45 19 42,25 15 33,3 20 - 17 CONCLUSION AND SUGGESTIONS 3.1 Conclusion Teaching speaking is a very important part of second language learning The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life Therefore, it is essential that language teachers pay great attention to teaching speaking Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired With this aim, some useful speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them 3.2 Suggestions In this experience initiative, I have studied some useful speaking activities to enhance the 10th form students' activeness at Tho Xuan high school Based on the data collected from the document study, classroom observation and questionnaires I have come to the conclusion that students now are quite active in learning speaking English They have positive attitude towards learning English because they are aware of the important role of learning English nowadays The role of the teacher and classroom atmosphere are important to students' language learning Teacher is not a controller but an organizer instead On the basis of what are found, I put forward some implications and suggestions for enhancing students' activeness in learning English in a hope that students will be more active and creative in English language learning Xác nhận hiệu trưởng Thọ Xuân, ngày 20 tháng 05 năm 2018 Tơi xin cam đoan SKKN viết, không chép nội dung người khác Người viết SKKN Đỗ Thị Sen - 18 REFERENCES Hoang Van Van (2006), Tiếng Anh 10, NXB Giáo Dục Cẩm nang dạy học tiếng Anh trung học phổ thông - NXB Giáo dục 2007 Chuẩn kiến thức kỹ môn Tiếng Anh 10 – (Tái lần thứ nhất) - NXB Giáo dục Việt Nam 2010 Thiết kế hoạt động dạy học Tiếng Anh 10, tập II, NXB Giáo dục Hà Nội Thiết kế giảng Tiếng Anh 10, NXB Hà Nội 2009 Lê Văn Sự, English methodology, Hanoi 2005 Littlewood, W (1990), Communicative Language Teaching, an Introduction, Cambridge University Press Brophy, Jeremy (1998), Motivating Students to Learn, Mc Graw- Hill Companies - 19 APPENDIX BẢNG TRƯNG CẦU Ý KIẾN HỌC SINH Bảng trưng cầu ý kiến nhằm giúp cho việc nghiên cứu “ Làm để nâng cao tính tích cực học sinh lớp 10 học tiếng Anh qua số hoạt động nói” Xin vui lòng đọc kỹ trả lời câu hỏi : đánh dấu ( x) vào ô mà bạn cho Bạn có thích học Tiếng Anh khơng ? □Có □ Khơng Theo bạn học Tiếng Anh : □Rất quan trọng □Ít quan trọng □Khơng quan trọng Trong học nói Tiếng Anh, bạn ? □ Rất tích cực □ Ít tích cực □ Khá tích cực □ Khơng tích cực Lý bạn khơng tham gia vào hoạt động nói lớp ? □ Lo lắng e thẹn □ Các hoạt động học không hiệu □ Kiến thức ngôn ngữ Tiếng Anh □ Nói Tiếng Anh khơng trơi chảy Bạn có muốn giao tiếp hay thảo luận tập với bạn khác lớp hay khơng ? □ Có □ Khơng Bạn có thường tự tạo hội cho để thực hành Tiếng Anh ngồi lớp học không? □ Thường xuyên □ Hiếm □ Thỉnh thoảng □ không Bạn cảm thấy thích học Tiếng Anh ? □ Tham gia cách tích cực vào hoạt động học □ Chú ý tới giảng Giáo viên □ Nhận ý kiến phản hồi từ Giáo viên □ Các hoạt động hay ý nghĩa □ Giáo viên đưa yêu cần cao tập □ Ý kiến khác…………………………………………………………… Cảm ơn hợp tác em nhiều! - 20 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: ĐỖ THỊ SEN Chức vụ đơn vị công tác: Giáo viên – Trường THPT Thọ Xuân TT Tên đề tài SKKN Using some language games in warm up activity effectively to motivate the 11th graders at Tho Xuan high school in English speaking classes Using some language games effectively in warm up activity to motivate the 10th graders at Tho Xuan high school (the first term of English 10 – basic) Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh…) Kết đánh giá xếp loại (A, B C) Năm học đánh giá xếp loại SỞ GD&ĐT C 2015 - 2016 SỞ GD&ĐT C 2016 - 2017 - 21 ... What’s the weather like today? * What’s the weather like in the spring/ summer/ autumn/ winter? * What’s the weather like in your country/ hometown? - 16 * What weather you like? Why? * What... HOÁ TRƯỜNG THPT THỌ XUÂN EXPERIENCE INITIATIVE APPLYING SOME USEFUL SPEAKING ACTIVITIES TO ENHANCE THE 10TH FORM STUDENTS’ ACTIVENESS AT THO XUAN HIGH SCHOOL Người thực hiện: Đỗ Thị Sen Chức vụ:... activities to enhance the 10th form students' activeness at Tho Xuan high school Based on the data collected from the document study, classroom observation and questionnaires I have come to the conclusion