Some effective techniques to encourage the students in basic classes 11 to speaking lesson through l...

Some effective techniques to encourage the students in basic classes 11 to speaking lesson through lesson two of unit 6 in tiếng Anh 11 1 TABLE OF CONTENTS Pages Table of contents 1 A INTRODUCTION 2 I The reason of selecting the topic 2 II Objectives of research, research tasks, research methodology and scope of research 2 1 Objectives of research 2 2 Research tasks 2 3 Research methodology 3 4 Scope of research 3 B CONTENT 3 I The reasoning basis of the theme 3 II The real situation of the matt[.]

TABLE OF CONTENTS

Pages

II Objectives of research, research tasks, research

methodology and scope of research

2

1 Dividing groups and assigning their task at home 7

2 The distribution of the speaking lesson 8

A INTRODUCTION

I The reason of selecting the topic

While a picture may be worth a thousand words, those words will no doubt come in handy if the picture is distorted or poorly understood After all, the most effective way to communicate is through speech

The four language skills of listening, speaking, reading, and writing are all interconnected Proficiency in each skill is necessary to become a well-rounded communicator, but the ability to speak skillfully provides the speaker with several distinct advantages The capacity to put words together in a meaningful way to reflect thoughts, opinions, and feelings provides the speaker with these important advantages Here are some of the specific reasons why English learners are encouraged to speak in English- that’s why in Program Framework, Grade 11 textbooks; speaking is secondly taught to help students get knowledge

in learning other skills such as: reading, listening and writing Moreover, throughout the world today, and especially in developing countries, there is a great need for people to speak English well Many employers look for English speakers smoothly So it is important for students to learn to speak English and for teachers to know how to teach speaking well In addition to, many teachers are already very good at teaching vocabulary and grammar in order to prepare students for examinations However, organizing lessons to practise speaking English can be a big challenge for both teachers and students In this situation, I try my best to find out effective methods to improve student’s speaking skill and

I choose Unit 6 – speaking in Tiếng Anh 11 to make my experience initiative

STUDENTS IN BASIC CLASSES 11 TO SPEAKING LESSON THROUGH LESSON TWO OF UNIT 6 IN TIẾNG ANH 11” in order to

gain the best lesson and help students improve their speaking skill

II Objectives of research, research tasks, research methodology and scope

of research

1 Objectives of research

a For the students

In this topic, I mainly focus on the actual subjects of basic class 11 and

introduce students know how to learn and gain speaking skill, through some steps in learning procedure, students not only understand effective and have suitable methods, but also apply those to fact situations in the life

b For the Teachers:

Find out the most effective methods to improve students’ speaking skill and know how to stimulate students to speaking lessons naturally Besides, teachers also draw from valuable experiments in making suitable lesson plans for different learners in each period

2 Research tasks

The purpose of research is to discover answer to questions through the

application of scientific procedures The main aim of research is to find out the

truth which is hid and which has not been discovered as yet Through this research I mention two main tasks:

- Find out the actual situation of students’ attention to speaking lesson and academic research of practicing communication skill effectively

- Apply my research to teaching practices, then compare, contrast the implementation of a topic And teachers evaluate and conclude the effectiveness

of topic

3 Research methodology

- It’s a way to systematically solve the research problem It may be

understood as a science of studying how research is done scientifically In this I study the behavior and instruments I use in performing research operations such

as making observations, recording data, techniques of processing data and others Research methods refer to the information used in selecting and constructing research technique such as analysis of documents, questionaires, focused and group interview, survey, comparison and evaluation All those methods which are used during the course of studying my research problem are termed as research methods Since the object of research, particularly the applied research, it to arrive at a solution for a given problem, the available data and the unknown aspects of the problem have to be related to each other to make

a solution possible Keeping this in view, I focus on:

+/ I concern with the collection of data which is available without being sufficient to arrive at the required solution;

+/ I use statistical techniques which are used for establishing relationship between the data and the unknown

+/ I also apply the methods which are used to compare and evaluate the accuracy of the results obtained

4 Scope of research

The scope of study for a research paper is usually one of the first sections

to the project It sets out the scope of my work and limitations, so I mainly focus

on two aspects:

+/ It’s about effective methods to teach Unit 6 – B speaking in English book 11 Through this lesson, students know how to acquire speaking skill

+ I apply my search to students in grade 11 such 11 A2 and 11 H2 in Trieu Son 3 high school

B Content

I The reasoning basis of the theme

According to experts such as MC Gee (1977), Thornis (1980), Havernson

& Haynes (1982) English teachers need to focus on effective factors of successful speaking lessons such as: students’ attention to the lesson, ability of , acting on a knowledge of grammar and vocabulary and ability of working individually, in pairs or in group However, fast or slow results depend on students’ understanding in mother tongue, health, and acumen in audiovisual capability Moreover, a number of impacts other elements come to learner’s

unevened apprehension leveling Therefore, teachers need a concrete orientation

in speaking such as teaching students ways how to use the language and

communicational situations Most students are afraid of making mistakes in

pronunciation Therefore, they do not like speaking or join speaking lessons On the other hand, they only focus on doing tasks in textbook and not

applying to practical situation

Inferential capability, understanding and exposition to concepts such as

words, phrases, and sentences which can impact effectively on reading How to

understand lessons thoughtfully depends on students’ ability in learning a

language

In short, to gain a high result in attract students to speaking skill, teachers

need flexibly not only classify students properly and find out effective methods,

but also make up different situations which help weak students and stimulate

strong ones in a speaking period Teacher should combine other skills such as

speaking, writing in order to make lesson become attractive and interesting

II The real situation of the matter.

1 The real state

Speaking is "the process of building and sharing meaning through the use

of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p

13) Speaking is a crucial part of second language learning and teaching Despite

its importance, for many years, teaching speaking has been undervalued and

English language teachers have continued to teach speaking just as a repetition

of drills or memorization of dialogues However, today's world requires that the

goal of teaching speaking should improve students' communicative skills,

because, only in that way, students can express themselves and learn how to

follow the social and cultural rules appropriate in each communicative

circumstance In order to teach second language learners how to speak in the

best way possible, some speaking activities are provided below, that can be

applied to ESL and EFL classroom settings, together with suggestions for

teachers who teach oral language

Although English became one of the official subjects at school, but

promoting its benefits has not been much interested, partly because the facilities

are not high and don’t attract students’ passion for learning increasingly Some

teachers complain that most students are not able to confide in communication

Reason why students don’t enroll speaking activities in each lesson – students

hate to speak, they only answer the questions required in each task of the

textbook Students lacked motivation to solve situation in the life, even if the

teacher give questions or cooperation, they show negative attitudes For most of

the learners, speaking is an extremely difficult task that requires integrated body

of skills, which also does not get easier with the practical situation and the

accumulation of experience

Teachers have an important role to improve speaking skill to their

students to improve other language skills They can follow some stages and

strategies when teaching this skill because speaking strategies are considered as the mental operations involved when teachers approach a text effectively and make sense of what they read However, some teachers have not applied flexibly theory into practice; have not integrated properly skills together in lesson, and innovative methods which are not suitable for the students That’s why the quality of the lesson is not effective and reduces

During my teaching process in Trieu Son 3 high school, I must look at actual issues in learning speaking skill of students in basic class 11 is very badly Students aren’t interested in this skill As you can see in this convey in basic classes 11 such as 11B2 and 11B1;

Disadvantaged factors Percentage (? / 100%)

1 Topic: - Most topics are strange to

basic students; their content is

complex and boring

70 %

2 Tasks and activities: - They are

often suitable with students’

knowledge Some are too difficult and

strange, and others are shortage of

realistic

55%

3 Words and structures: - Students

are in trouble with a lot of new and

complex words or structures in one

text

80 %

4 Students’ habit in practicing

speaking skill: - Only answer

questions in the task and be lazy in

creation of the communication skill

- Students also try to write without

speaking

90%

5 Students’ belief: - Most students

are afraid of making mistake

(pronounce, rhyme, wrong answer) or

getting communication problems

77 %

6 Teaching aids: - Most classes lack

of teaching aids

- Teachers aren’t interested in teaching

aids of each period

43 %

Moreover, there are some disadvantages in applying unsuitable methods, skills to each lesson If it happens in a long time, it will affect to students’ ability

in a language class and make them passive, lack flexibility, afraid to make a conservation

For example, in Unit 6 – B speaking in Tiếng Anh 11;

Teacher and students’

Teacher: - Ask students

to give their opinions?

Students: - Give opinions

Teacher: Give useful

language

I Like , but I don’t

like

Students: - Listen and

copy down their notebook

Teacher: - Ask students

to work in pairs

- Give useful language

Students: - Work in pairs.

- Give answers and

questions

-Teacher: Ask students to

work in group

- Give some instructions

to the lesson

- Ask students to give

answer

- give a comment

-Students: Raising their

hand to talk

1 Before you speak

Questions: - Which of the competitions / contests below do you like or dislike?

- Why?

2 While you speak

1 Task 1: Choose A, B, or

C that best suits the meaning of the italicized word

2 Task 2: Ask their partner how he /she feels about

competitions

* What do you think of the general knowledge Quiz?

3 After you speak

-Talk about a competition

or contest

1 Where and when did you see or take part in it?

2 What type of competition

or contest?

3 Who organized it?

4 Who participated in it?

competition?

competition?

7 Did you enjoy it?

- Most students used answers in reference book

-These questions aren’t attractive to start a lesson

- Time- consuming

- Students feel bored and lazy

-Task only suits some students in the class

- It is similar to reading lesson

- Only stimulate some strong students

- Only weak students are afraid of making mistake or not understanding their partner’s ideas

- Students aren’t self-confident enough to make a dialogue

- The atmosphere of the class is serene

- Only gift students are eager to speak English

- Everything seems to

be a model

Through my votes in the investigation and table of early year( 2015 -2016) in

class 11B1, 11B2, the percentage of basic students’ result in ending the reading

lesson of unit 6 as follow: Class 11B1

Class sizes Good Above

average

Average weakness poverty

- Class 11 B2

Class sizes Good Above

average

Average weakness poverty

2 From this consequence, we can see that:

From results of the current situation, I give some effective methods to help students have a good speaking lesson through part B in Unit 6 (competitions) of basic English 11 I also show students that speaking is an interesting and important lesson Students will not be under pressure of studying And I realized good results in basic classes I apply my new methods in school year 2015- 2016 Students gradually know how to prepare a speaking lesson, performing and applying to other skills Each period, students discover new things for them In each period, students feel confident and comfortable in giving ideas, creation and apply it to practical situations in the life

III Measure implementation

1 Dividing groups and assigning their task at home

a Way to perform:

After finishing reading lesson, I will divide the class into four groups to prepare for the next lesson: Unit 6 – B speaking Each group will make a discussion about the title of the next lesson There is no limit in their preparation

Teachers will observer students in learning process to classify each group at the same level correspondence If students pay attention to the lesson, prepare the lesson well, involve in activities positively and have a lot of creation in each situation, they will be added good marks in their tests’ mark In contrast, if any groups ignore their task, they will be added bad marks in their test’s mark In sum, except for final first or second term test‘s mark, I will divide final mark total into two part: 80 Percent in the test and 20 % in learning process

b The effect of this formation

- For the Teachers: It will reflect exactly students’ ability in the class

Discussion in group will help students feel more self –confident in speaking English among their friends as well as others Stimulating students to creation to make role-play in order to solve situation in the life better In addition, it is easy

to comprehend the lesson without following a rigid model

- For the Students: They will have to prepare lesson carefully, raise their hand

to answer questions from the teacher, take in the activities sympathetically and pay attention to the lesson if they want to be added good marks Of course, they will feel more confident in communication and giving their own ideas or

answers It also makes students aware of how the importance of language learning is

2 The distribution of the reading lesson

I divide the lesson into three main stages and distribute time properly to gain a high result The stages and strategies of speaking that I should promote for my students are: - pre-speaking, while speaking and post speaking stages These stages are very important when teaching this skill, each of these ones has its own characteristics, although they are related to one another That is, the pre-speaking stage leads to the while-pre-speaking stage and finally to the post – speaking one These stages make the students understand and improve speaking skill

Teacher introduces some competition on TV and asks students which one they like best And then, I ask them some questions relating to the lesson

1 Which competition do you like best on TV?

2 Why do you like it?

3 If you had a chance to participate in a competition on TV, Would you like to join it?

 After listening to their answers, teacher gives comment and uses these questions and answers to lead in new lesson

b The effect of the activity.

In a short time, I can introduce some competition on TV and also attract students to the lesson better In addition, students guess the content of the lesson

2.1 Pe- speaking strategies:

Teacher can enable their students to understand a speaking text by giving useful language Thanks to this, students can apply them to their speaking This stage also helps to make the next stages of speaking more easily adaptable to students Therefore I must find out the best way to start an effective speaking lesson

In this part, I divided into two parts: Brainstorming and providing students some vocabulary and structure to raise their speaking abilities

a Brainstorming

- In this part, I want students to think some things relating to the lesson in order

to help them feel comfortable and understand speaking title more

GAME SHOWS

ON TV

Sao Mai Television Singing Contest

Olympic Games

Wheel of

fortune

The price is right

b Teaching vocabulary

It is very important for students to learn vocabulary Students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognise the item and its meaning Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention At this stage we are concerned not only with students understanding the meaning of words, but also being able to use them appropriately, taking into speaking lesson effectively In addition, I also ask students for words or sentences which can provide then in the process of speaking I read and ask students to repeat, then I check the pronunciation of the whole class and two students

For example:

- Native speaker (n): Người bản ngữ ( translation)

- General knowledge Quiz : Cuộc thi kiến thức chung

+/ Cheat someone out of + N : Lừa ai để lấy cái gì

Aim: To pronounce word exactly and provide students words to practice tasks

and understand the content of speaking text By this way, students can get a deeper and better understanding of the meaning and the use of the vocabulary

c Checking vocabulary

I use pictures to check new words students have just learned I call some students give a sentence contained a new word

For example:

1 At center, we can speak to native speakers to improve English.

2 To achieve a higher result, both teams must complete five activities in all

=> Aims: students can get a deeper and better understanding of the meaning and

the use of the vocabulary

2.2 While-speaking strategies

The speaking activities of while-speaking stage help to encourage critical thinking of students and increase comprehension an easy retention This stage

includes two activities Firstly, the teacher will give some small talks to make a model This can help students know how to start or finish a conversation For example: Hi everyone, I am Lee, welcome to my program, “Sao Mai Television Singing Contest” This part, I always encourage students ask me problems they faced at home From these complications, students will learn more in the fact They can know how to solve communicational situations in the life Secondly, Students will show their preparation at home to others in the class and the teacher observes and gives comments There are many ways to form in this stage such as: Giving opinions, discussing, matching, ask and answer However, I only focus on two main points:

a Give instructions to help students understand more

Students need to learn how to understand situations in the life without basing on paper Moreover, don’t make students feel bored with model conversations which are far from the reality To have this, teacher needs to make

a suitable lesson plan, use tasks relating to the title, but it has real situations That is why I adapted tasks in textbook to give students free subjects

For example:

1 Task 1: Page 69 in textbook ( Tieng Anh 11)

This is a model task It is simple, but boring Students will do this task without having any difficulty They only speak or write “like” or “dislike” Supposing that they didn’t know anything about Art Competition, they could choose “like” Simply, they needn’t give any explanation for their choice or answer Therefore,

I change this task to suit students’ ability and make the lesson become more attractive by making a short dialogue

Eg: A short dialogue between Dao and Lan to ask for another option