(Sáng kiến kinh nghiệm) some stimulating activities to improve english speaking skill for the 10th form students at quangxuong 1 upper secondary school

Sở gd&đt hóa Trờng THPT Quảng Xơng I EXPERIENCE INITIATIVE SOME STIMULATING ACTIVITIES TO IMPROVE ENGLISH SPEAKING SKILLS FOR THE 10th FORM STUDENTS AT QUẢNG XƯƠNG UPPER SECONDARY SCHOOL ( Một số hoạt động khích lệ để nâng cao kỹ nói Tiếng Anh cho học sinh lớp 10 trường THPT Quảng Xương 1) Teacher: Nguyễn Thúy Hằng Group: Foreign Language Thanh Hoa, May 2018 PART I: INTRODUCTION Reasons for choosing the topic As a teacher of English at Quang Xuong Upper Secondary School in Thanh Hoa, I also have the same difficulties I find the new textbooks more effective than the old ones that were used years ago However, my teaching seems to encounter a significant problem: The first reason, which is a basic one for every high school student, is the motivation for studying It is undeniable that passing examinations is one of the most important motivations in studying However, according to the policy from MOET, the semester and final examinations only focus on reading skills through the multiple-choice format The graduating student often has five other subjects in the examination, therefore they only pay attention to practising reading skills and grammatical points as well as vocabularies and structures Teachers of English themselves take advantage of the little time they have to provide reading practice and help with solving problems in grammar exercises in order to achieve the short-term goal of passing the final examination The lack of background knowledge is also a basic reason for students having poor speaking skills Most students at my school received their primary and secondary education from different communities of Quang Xuong district and few students came from Thanh Hoa city Therefore, the learning conditions are poor and they are deprived of chances to speak English While most urban students start learning English in primary schools, my students not start until secondary schools and then they learn in difficult conditions In addition, outside class time, the communicative environment in English is limited An annual survey in my school of English speaking skills for the 10th graders has given a low result: more than 60% of students have difficulties when answering simple questions about their names, addresses, age or their hobbies As a result, they feel scared of speaking English, of making mistakes, and of not conveying their sentiments to listeners It indicates that my students have limited vocabulary They often use mother tongue Hence, most of the students are not confident to use English in speaking class For instance, when I asks them to come forward to have a conversation with their friends, they refuse it They are shy to perform English conversation in front of their friends Thus, most speaking classes are monotonous and unsuccessful Sometimes, in speaking classes, I have to guide the ideas in Vietnamese, and then help the students translate the ideas into English In reality, these classes are the most ineffective ones Against the problems above, some stimulating activities should be used to overcome them I am interested in applying these activities to improve the speaking skills of Quang Xuong Upper Secondary school students in English classes based on the syllabus of MOET so that I will conduct the research entitled “Some stimulating activities to improve 10th form students’ English speaking skills” My objective is to find the most effective ways of helping them to overcome the barrier of low self confidence when studying speaking skills I want to help them become familiar with English and to enjoy learning it more and more Furthermore, training cadres for suburdareas is the aim of Quang Xuong Upper Secondary School in Thanh Hoa province, so being good at English will be a gateway leading to opportunities to work with international projects for developing economics or cultures Aims of the study The aims of the study are: - To study the use of three stimulating activities: games, video and role play to intensify students’ participation in speaking activities at Quang Xuong Upper Secondary School in Thanh Hoa province - To suggest some recommendations on how to use three stimulating activities: games, video, role play to enhance their learners in speaking skills and develop communicative skills Scope of the study - The study only focuses on using three stimulating activities: games, video, role play to improve English speaking skills for 10th form students at Quang Xuong Upper Secondary School in Thanh Hoa province - The reasons for choosing only three activities for 10th form students are as follows: + The students are not experiencing final examination pressures; + The topics in Tieng Anh 10 are still basic and simple; + The students have time to master speaking skills step by step and consider speaking as an essential skill in an English learning 4 Method of study To conduct the study, a lot of methods are used However, the main ones are descriptive statistics, observation and analytical method PART II: DEVELOPMENT Theoretical background 1.1.Factors affecting English speaking abilities There are many factors that influence the success or failure in learning English speaking However, the three most important factors are motivation, attitude and learning strategies Motivation is the first important factor affecting a language learner According to Gardner (2001), motivation refers to the driving force in any situation In the socioeducational model, motivation to learn the second language is viewed as requiring three elements First, the motivated individual expends effort to learn the language That is, there is a persistent and consistent attempt to learn the material by doing homework, by seeking out opportunities to learn more, by doing extra work and so on Second, the motivated individual wants to achieve the goal Such an individual will express the desire to succeed, and will strive to achieve success Third, the motivated individual will enjoy the task of learning the language Such an individual will say that it is fun, challenging, and enjoyable, even though at times enthusiasm may be less than at other times 1.2 Stimulating activities According to Jeremy Harmer (2001), students need frequent changes of activities: they need activities that are exciting and stimulating their curiosity: they need to be involved in something active The span of concentration of our students is less Thus, we have to assign some interesting activities to draw their attention.The students become comfortable to speak everything and get opportunity to develop their communicative competence more freely In other words, stimulating activities can be considered effective tools that teachers should benefit from to stimulate their students to raise much more voice in class That is the new setting of a modern language classroom where students are the center of attention in class 1.3 Role play According to Stephen D Hattings (1993:165) based on his observation in the conversation class, the role play would seem to be the ideal activity in which students could use their English creatively and it aims to stimulate a conversation situation in which students might find themselves and give them an opportunity to practice and develop their communication skill 1.4 Simulations For others, simulations stimulate student (Joan Andorfer, 2008) Burns & Gentry (1998) state that the teacher must take on some additional responsibilities in role playing/ simulation In particular, the teacher must keep learners motivated by stimulating their curiosity and keeping the material relevant, creating a "tension to learn" 1.4 Games According to Carrier (1980:6) “Games stimulate students’ participation and give them confidence.” This is when students free themselves in order to participate to get the best score or even to be the best in the class They usually feel much more confident with their performance and this makes them learn and practice new structures, learn from their mistakes, and fulfill the goals of the class, indeed 1.6 Video It is universally recognized that videos as visual aids have a lot to contribute to the process of language learning and teaching, combining education and entertainment Supporters agree that videos stimulate student interest to acquire the target culture, as well as language (e.g., Stempleski, 1992; Tomalin, 1992) Video is supposed to communicate meaning better than any other media (Tomalin, 1992) Here it will be useful to look at the advantages of video in language classes from different perspectives 1.7.Three most stimulating activities used in speaking class There is a variety of stimulating activities to use in the teaching and learning process Each stimulating activity has its own advantages and using the right activities in the right way to teach, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place In this study, in reality of my teaching and talking with my students the researcher suggests using some kinds of stimulating activities to intensify students’ participation in speaking activities 1.8.Games A structure—that— has rules, goals and agreement of players on the surface, and wonderful hidden processes underneath (Turtledove, 1996: 3) An activity with rules, a goal and an element of fun (Hadfield, 1990: 5) An agreeable way of getting a class to use its initiative in English and as it is gently competitive, it increases motivation It is also a contrast to periods of intensive study (Haycraft, 1978: 94) 1.9.Videos /DVDs in language teaching and learning Learners are extremely excited about the programs which combine foreign language learning with entertainment By listening to English songs, watching films or cartoons, it stimulates students to practice English effectively, getting themselves involves in the foreign language environment naturally At the same time, they have a lot of fun, they start finding out that learning English is far from boring but very easy and interesting with video programs which are specially designed for language learning purposes 1.9.1.Role play It has been mentioned before that role play is one of the activities to promote speaking Through role play activities the students learn how to express ideas, opinions, or feeling to others by using words or sounds of articulation Larsen Freeman (1986) explained that role plays are important in the communicative approach because they give learners an opportunity to practice communicating in different social contexts and different social roles 1.2 Some stimulating activities help the 10 th form students at Quang xuong Upper secondary school in Thanh Hoa By using stimulating activities (games, video and role play) in teaching speaking, the students had a chance to be active and cooperative in speaking activity Stimulating activities (games, video and role play) was a different method that can be effective to teach the students in a big class Finally, speaking skill of 10T5,10T6 students were improved This result had answered the second research question that the use of stimulating activities (games, video and role play) in teaching speaking was quite effective The use of stimulating activities (games, video and role play) made the speaking and learning activity more enjoyable and interesting It was because games, video and role play helped students felt relax and interested Most of the students were actively participated in the games, video and role play In addition, it was fun and most students would agree that enjoyment led to better learning Example 1: Unit 12: MUSIC Part B: SPEAKING Objective: Helping students to ask and answer about music Activity: Some following activities Using Hangman game to warm-up the lesson R: Do you like to play a game? Ss: Yes R: I give you a game “Hangman game” This game is Shack Attack You choose a letter from letter A to letter Z If you guess right, you’ll get a present If you have a wrong answer, the Shack will attack you Ok? Ss: Yes R: Now, the first letter Can you guess? S1: (raised their hands) Letter M R: Shack will attack letter M Ss: No R: It has letter M ……  Using games and video R: Do you want to play a game? Ss: Yes R: Now, divide our class into two groups You listen to these songs and you choose a number from number to number And you tell the kinds of music based on video clips on the slides You have point for each correct answer, the group has more mark will be the winners ……… R: Which number you choose, group Tom Tom: (raised their hands) number R: Look at number and tell me what kind of music you know? Tom group, can you guess? Tom: listen and raised their hands to give the answer: pop music R: very good, point for group Tom How about you, group Jerry? …… Using role play ACTIVITY 2: Asking and answering about music taste R: Now, I give you some handouts and you look at the first column If you want to ask about your favourite kind of music, what questions can you ask? …… (See Appendix 3) R: Now, you work in group of and one of Ss will be a journalist who wants to interview high-school Ss about their music taste The journalist has to ask two Ss some questions to get information to complete the table below for his/ her article Now, journalist-what does it mean?  Group (raised their hands) Hanh: Good afternoon, 10T5 student My name is Hanh I am a journalist for MTV magazine I want to interview you about their music taste Dung: Good afternoon, Mrs Hanh Welcome to our class ……………  Using shack attack game WARM-UP R: Do you like to play a game? Ss: Yes R: I give you a game “Hangman game” This game is Shack Attack You choose a letter from letter A to letter Z If you guess right, you’ll get a present If you have a wrong answer, the Shack will attack you Ok? Ss: Yes R: Now, the first letter Can you guess? S1: (raised their hands) Letter M R: Shack will attack letter M Ss: No R: It has letter M S2: (raised their hands) Letter A R: Can Shack attack letter A Ss: (in chorus)Yes R: No letter A here-Another person? S3: (raised their hands) letter U R: letter U, now look at Yes, it has letter U- And what else? S4: (raised their hands) letter S R: Yes, it has letter S- And what else? S5: (raised their hands) letter I R: Yes, letter I very good And the last, you, please? S6: (raised their hands) letter C R: letter C Yes, very good Congratulation! R: (raised their hands) Now, who can tell me what kind of music you know? S1: (raised their hands) Pop R: And what else? S2: (raised their hands) Jazz S3: (raised their hands) classical music S4: (raised their hands) pop music S5: (raised their hands) Rock n  roll S6: (raised their hands) Folk music R: very good  Using games and video R: Do you want to play a game? Ss: (in chorus) Yes R: Now, divide our class into two groups You listen to these songs and you choose a number from number to number And you tell the kinds of music based on video clips on the slides You have point for each correct answer, the group has more mark will be the winners R: Your group, give me a name Ss: Tom R: And your group, give me a name Ss: Jerry R: which group will play first? Ss: Tom R: Which number you choose, group Tom Tom: number R: Look at number and tell me what kind of music you know? Tom group, can you guess? Tom: listen and give the answer: pop music R: very good, point for group Tom How about you, group Jerry? Jerry: number R: What kind of music? Jerry: listen and give the answer: jazz R: Now, let me check Yes, very good-1 point for Jerry R: Now, group Tom Tom: Number R: ask Tom group to listen Tom: listen and give the answer: Rock and jazz R: Are you sure? Tom: yes R: No rock and jazz, only Rock music R: Group Jerry, which number you choose? Jerry: number R: Now, listen What kind of music you know? Jerry: listen and answer: Rock n  roll R: Are you sure? Jerry: Yes R: No, it’s hip hop Now, group Tom Tom: number R: listen and tell me what kind of music? Tom: rock R: very good One point for Tom’s group- Group Jerry, which number you choose? Jerry: number R: What kind of music? Jerry: listen and give the answer: classical music R: Now, let me check Sorry, country music- Group Tom, which number you choose? Tom: number R: listen and give your answer Tom: folk music R: very good One point for Tom’s group Jerry: number R: listen and answer Jerry: classical music R: very good One point for Jerry’s group R: Which group has more mark? Ss: Tom R: Congratulation to group Tom!  Using role play ACTIVITY 1: Give the reasons why you listen to music R: Give me the reasons why you listen to music? S1: (raised her hands) music makes me happy, comfortable R: How about you, Dung? Dung: (raised her hands) it helps me relax, forget troubles and reduces my stress R: very good R: give the reasons on the slide and read aloud R: ask Ss to writes these reasons on their notebooks ACTIVITY 2: Asking and answering about music taste R: Now, I give you some handouts and you look at the first column If you want to ask about your favourite kind of music, what questions can you ask? S1: (raised her hands) What kind of music you like? R: yes-and the second question? Who can make a sentence? S2: (raised her hands) Why you like it? R: very good- favourite band/ musician? S3: (raised her hands), Who is your favourite band/ musician? R: very good-number 4, favourite song/ piece of music-what questions can you ask? S4: (raised her hands) When you listen to music? R: Yes, very good T gives the prompts on the slide R: Now, you work in group of and one of Ss will be a journalist who wants to interview high-school Ss about their music taste The journalist has to ask two Ss some questions to get information to complete the table below for his/ her article Now, journalist-what does it mean? Ss: phóng viên R: now, work in group of three and play the role Ss: work in group of R: Have you finished? Ss: Yes R: Now, time is up- go back to your seat Who can talk about it? Ss: raised their hands R: Yes, your group, please  Group Hanh: Good afternoon, 10A student My name is Hanh I am a journalist for MTV magazine I want to interview you about their music taste Dung: Good afternoon, Mrs Hanh Welcome to our class Hanh: What are your names? Dung: My name is Dung Uyen: My name is Uyen Hanh: What kind of music you like? Dung: I like pop music Uyen: I like pop music Hanh: Why you like it? Dung: Because it’s interesting and it reduces troubles Uyen: Because it’s exciting Hanh: Who is your favourite singer? Dung: My favourite singer is Big Bang Uyen: Backstreet Boys Hanh: What is your favourite song? Dung: Get down Uyen: Only love Hanh: When you listen to music? Uyen: after going to school Hanh: Thank you Good bye See you again Uyen & Dung: Thank you T: very good Now, the second group? Ss: raised their hands  Group 2: Mo: Good afternoon, 10A students My name is Mo I am a journalist for MTV magazine I want to interview you some favourite music taste Nga: Good afternoon, Mo Welcome to our class Mo: What are your names? Thuy: We are Nga and Thuy Mo: What kind of music you like? Thuy: I like pop music Nga: I like classical music Mo: Why you like it? Nga: Because it’s interesting Thuy: Because it makes me relax Mo: Who is your favourite singer/ musician? Thuy: My favourite singer is My Tam Nga: My favourite singer is Big Bang Mo: What is your favourite song/ piece of music? Thuy: My favourite song is Niem tin chien thang Nga: My favourite song is Day by Day Mo: When you listen to music? Thuy: When I have free time Nga: I listen to music after going to school Mo: Thank you Good bye See you again Nga & Thuy: Thank you See you again R: Yes, very good Ss: want to play the role They raised their hands R: Yes, the last group  Group Uyen: Good afternoon, 10A students My name is Uyen I am a journalist for MTV magazine I want to interview you about their music taste What are your names? Mai: We are Mai and Tuan Uyen: What kind of music you like? Mai: I like pop music Tuan: I like rock music Uyen: Why you like it? Nga: Because it makes me feel relaxed and reduces my stress Tuan: I listen to music so as not to have stress Uyen: Who is your favourite singer/ musician? Mai: My favourite singer is Backstreet Boys Tuan: My favourite singer is Khanh Ly Uyen: What is your favourite song/ piece of music? Mai: My favourite song is Loving you Tuan: My favourite song is I kiss you Uyen: When you listen to music? Mai: I listen to music all the time Tuan: I listen to music when I go to bed Uyen: Thank you Good bye See you again Based on the result of the observation, the researcher evaluated the students’ speaking as well as the action procedures of teaching learning process that she carried out The result implied that the students got more significant progress in teaching speaking using three stimulating activities They were eager, braver, easier to understand and memorize Example 2: Unit 13: FILM AND CINEMA Part B: SPEAKING Objective: Helping students to practice talking about a film you have ever seen Activity: Using Hangman game to warm-up the lesson WARM-UP R: Do you want to play a game? Ss: Yes R: Today we play Hangman game Now, divide our class into two groups and one student from each team suggests a letter in turns If you guess right, you’ll get mark The group that has more mark will be the winners today Now, give me a name Ss: Tom R: Do you agree? Ss: Yes R: How about your group? Give me a name Ss: Jerry R: Now, let’s listen It has letters- A series of moving pictures shown on TV or at the cinema Now, the first letter, who can guess? Tom’s group: (raised their hands) Letter L R: Let’s me check Yes, it’s correct One point for Tom’s group R: And you, please Jerry’s group: (raised their hands) Letter I R: Let’s me check Yes, it’s correct One point for Jerry’s group Tom’s group: (raised their hands) Letter F R: It has letter F One point for group Tom R: And you, please Jerry’s group: (raised their hands) Letter M Ss: (in chorus)Yes R: What kind of films you know? S1: (raised their hands) Love story film, action film R: Yes, very good What else? S2: (raised their hands) detective film R: Yes, very good  Using game and video R: Divide our class into two groups: Group A and Group B Each group in turns chooses a number (from number to number 7), then says the kinds of films based on the pictures or films on the slides You have mark for each correct answer Which group has more marks will be the winners Do you understand? Ss: Yes R: Which group will play first? Ss: Group A R: Can you guess? Group A: (raised their hands) cartoon R: Look at, let me check Yes, cartoon film R: group B, which number? Group B: number 4, number R: number 4, number Group B: number R: What kind of film you know? Group B: (raised their hands) Detective film R: Detective film Now, let me check Is it right? Group B: Yes R: Group A Which number you choose? Group A: number 2, number R: Number or number Group A: number R: Number What kind of film you know? Group A: (raised their hands) love story film R: Now, let me check Yes, very good One point for group A R: How about you, Group B? Group B: number R: number What kind of film? Group B: (raised their hands) War film R: War film Yes, very good-One point for group B- How about you, group A? Group A: number 6, number R: number or number 3? Group A: number R: What kind of film? Group A: (raised their hands) Science fiction R: Yes, let me check Yes, very good One point for group A Group B, which number you choose? Group B: number R: number Group B: (raised their hands) horror R: Let me check- thriller or horror? Group B: (raised their hands) Thriller R: I’m sorry No point for group B PRE-SPEAKING  Using videos Vocabulary R: Look at this film and tell me what the name of this film is? St: Love story film R: Can you see it clearly? Ss: yes R: What is the title of this film? St: (raised her hands) Moving R: Yes, but the title is Titanic Are they cold or warm? St: cold R: They are cold So it is a moving film Ss: yes Ss: moving (repeat in chorus) R: moving, what does it mean? St: (raised her hands) cam dong R: Yes, cam dong R: calls some sts to repeat R: Now, look at the second film What you think of horror films? St: (raised her hands) terrifying Ss: repeat after T, terrifying R: terrifying, what does it mean? St: (raised her hands) dang so, kinh khung R: asks Ss to repeat again R: Now, how can you say ly ky or rung ron in English? St: (raised her hands) title R: No, try again St: (raised her hands) horror R: yes, very good R: Now, repeat after me, horror Ss: repeat in chorus, horror R: Which you prefer, cartoon or thriller? Ss: (raised her hands) cartoon  Using video POST-SPEAKING R: You talk about the film you have seen Use the suggestions below (group work) R: reads questions on the slide and asks them to look at the model Ss: look on the screen R: shows some important parts of the film TITANIC on the slide to help Ss know how to choose the main details of a film to talk about R: gives sub boards and divides the class into or groups, talks about a film you like best You choose a secretary to write it on the sub board After minutes, you go to the board and stick it on the board The quickest group and the best writing skill are the winners You use the suggestions below Do you agree? Ss: (in chorus)Yes R: goes around to helping Ss when necessary R: Now, time is up Pen down, please Ss: go to the board and stick their sub boards R: Who is the representative of your group? Now, come here to talk about the film of your group R: very good Ss: clap their hands to congratulate R: Who is the quickest? And which group has the best writing skill? Based on the result of the observation, the researcher evaluated the students’ speaking as well as the action procedures of teaching learning process that she carried out The result implied that the students got more significant progress in teaching speaking using three stimulating activities They were eager, braver, easier to understand and memorize Reached results After applying the methods as described above to teach English for students in two classes: 10T5 and 10T6 (with 90 students) for nearly a year, I am really amazed by the improvements made by students from classes when they took part in English speaking lesson in class Specific result Content Tested result at the end of the first semester Tested result at the end of the school year Students’ self- confidence, activeness in taking part in English speaking lesson 30/90 = 33,3% 60 = 66,6% Understanding and applying the questions in different contexts 20 = 22,2% 45 = 50% Shyness in speaking English lesson 70 = 77,7% 35 = 38,8 PART III: CONCLUSION Communication in English becomes very popular in our daily life, so how to master English in general well is essential for everyone In the study: “ Some stimulating activities to improve English speaking skill for the 10 th form student” stimulating activities are important for teaching of any skills- Listening, speaking, reading and writing in particular Students have chances to be active and cooperative in speaking activity, makes the speaking and learning activity more enjoyable and interesting These strategies make students more active in the learning process and at the same time make their learning more meaningful and fun for them For Quang Xuong Upper- Secondary students, the above stimulating activities should be highly recommended to the classroom I and some of my collegues oursleves find these activies useful, interesting and effective in motivating students and arose students’ interest in learning English Although the study is rather limited, we hope that it will contribute a small part to helping students to learn and master English better at high schools and to be more successful in daily communication Quang Xuong, 28th May, 2018 Teacher: Nguyễn Thúy Hằng REFERENCES English Andorfer, J (2008) Simulations stimulate Students Center for Teaching Excellence Newsletter, Frostburg State University Available at: http:// www.frostburg.edu/admin/cte/2008_11.pdf Bang, Young-joo (2008) Developing Communicative Competence through Drama-oriented Activities in an EFL Classroom, Myongji University Budden, J (2006) Role play UK, London: BBC Burns, A.C.,& Gentry, J.W (1998) Motivating students to engage in experiential learning: a tension-to-learn theory Simulation and Gaming Brown, H.D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice hall Regents Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research Bui Thi Ngoc Thuy (2008) Minority students need unique English classes Available at: http://vietnamnews.vnamnet.vn/showarticle.php?num=01EDU061008 Bygate, M (1987) Speaking (Language Teaching) Oxford University Press Carrier, Michael & The Centre for British Teachers (1980) Take Games and Activities for the Language Learner (2d ed.) London: Nelson 10 Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K-8 Boston: Allyn &Bacon 11 Cohen, L., Manion, L.& Morrison.K (2000) Research methods in education London:Routledge Falmer Vietnamese Bộ Giáo Dục Đào Tạo (2005) Tài Liệu Bồi Dưỡng Giáo Viên Tiếng Anh 10 Nhà Xuất Bản Giáo Dục Hoàng Văn Vân (2006) Tiếng Anh 10 Nhà Xuất Bản Giáo Dục Kim Liên (2006) năm học phổ thơng: Tại khơng biết nói tiếng Anh? Truy cập tại: http://www.tuoitre.com.vn/Tianyon/Index.aspx?ArticleID=166558&ChannelID=13  ... conduct the research entitled ? ?Some stimulating activities to improve 10 th form students? ?? English speaking skills” My objective is to find the most effective ways of helping them to overcome the. .. study - The study only focuses on using three stimulating activities: games, video, role play to improve English speaking skills for 10 th form students at Quang Xuong Upper Secondary School in... communicating in different social contexts and different social roles 1. 2 Some stimulating activities help the 10 th form students at Quang xuong Upper secondary school in Thanh Hoa By using stimulating