(SKKN 2022) boosting the post stage in the textbook to improve speaking skill for students grade 11 at havan mao high school

TABLE OF CONTENTS2.1.3 How to improve speaking skill in the post- stage 2 2.5 Samples of boosting effective activities in the post- stage of each lesson in English 11... How to improve s

TABLE OF CONTENTS

2.1.3 How to improve speaking skill in the post- stage 2

2.5 Samples of boosting effective activities in the post- stage

of each lesson in English 11

1 INTRODUCTION

1.1 Reasons for the study

Speaking is one of the most important skills to be developed and enhanced

as means of effective communication For English teaching, the question ofhow to increase communicative competence was and tends to be the mostcrucial one

In Vietnam, there has been a general situation that many studentsmastering the fine points of English grammar but find themselves at loss when

it comes to actually having a conversation with native speakers In other word,like many other Vietnam students, my students don’t have a head for speakingEnglish

As a teacher for years, I have been trying hard to find out as manyteaching methods as possible to improve my student’s English speaking ability

In reality, the only way to develop fluency in speaking is by a huge amount oflistening and then practising Our students need more oral practice so that theycan be more confident to speak Therefore, it is necessary that oral tasks becarefully prepared

The key to encourage speaking skill in the classroom is creating theproper environment Children should feel relaxed, and social interaction withpeers should be encouraged I completely agree that developing speaking skillfor students can be done not only in speaking lesson but also in reading,listening, writing or even in language lessons In my experience, the post- stages

in each lesson is the position where we can innovate useful activities forsummarising the whole topic and developing speaking skill as well

With a view to increasing students’ talk time and enhancing theirspeaking competence fluently, naturally and accurately, I have studied for

years to find out the most suitable teaching methods Especially, designing thepost - stages in the lessons plays an integral role in the success of the wholelesson Therefore, I have applied a variety of encouraging activities to mylectures such as: role play, interview, dictogloss…

Having applied for years successfully, I decided to choose the topic:

“Boosting the post-stage in the textbook to improve speaking skill for students grade 11 at HaVanMao High school” for my experienced innovation.

1.2 Aims of the study

The aims of this study are:

- To give out a brief overview on post - stages created by designing encouragingactivities to improve oral practice effectively

- To discuss the best way to teach the post - stages English 11

- To give some lecture samples to teach the post - stages in English 11

1.3 Methods of the study

- Draw from experience of my teaching

- Consult many documents ,especially methods of study

- Study colleagues’ experience

1.4 Scope of the study

In general, the students often have so much pressure of tests, examinationsthat they seem to ignore that the aim of studying English is communication.Therefore, within this study, my purpose is to carry the research on developingspeaking skill in the post- stages of all lessons in English 11

1.5 New features in the study’s result

In my innovation, there are not only language games but also some otherinteresting activities such as summarizing lessons through charts, tables…;rehearsing play; making interview; learning English through songs, movies …which have high effectiveness and wide application And these availableactivities, which were suitably adapted for all levels of students, can help createenvironment for students to develop the ability of using language naturally

2 DEVELOPMENT 2.1 Theoretical background

2.1.1 The importance of speaking skill

Language is a tool for communication We communicate with others, toexpress our ideas, and to know others’ ideas as well Communication takesplace, where there is speech Without speech we cannot communicate with oneanother The importance of speaking skills, hence is enormous for the learners ofany language Without speech, a language is reduced to a mere script The use oflanguage is an activity which takes place within the confines of our community

We use language in a variety of situations

2.1.2 The role of post - stage in each lesson

This stage is like the follow – up stage After students have practised thetarget skill in the white – stage, they do an extensive activity This helps studentstake the information or whatever they have produced in the white – stage, and

do something meaningful with it This stage is usually an “information transfer”production – type exercise where students respond to what they have just learnt.Tasks usually involve the productive skills The importance is that we have todefine exactly what activities we can use in the post – stage and who does most

of the work

In conclusion, in the Presentation – Practice – Production framework ofteaching language, games can be used provided that they can be either forpractising specific language items or skills or for more communicative languageproduction

2.1.3 How to improve speaking skill in the post- stage

As you know , making students speaks more English in the classroom isnot simply a matter of "forcing" them to speak This demands good preparation

of proper material and implementation must be progressive and systematicwhich requires more teacher's workload

Many people argue that post – stage is not so necessary as other parts.However, from my point of view, it is an essential stage to design variousactivities for students to develop their speaking skill because after gettinginformation, students find it easy to produce their language And it is important

that teacher create the best environment and chance for students to practisespeaking English naturally and effectively.

Below are some of my effective activities to give students opportunities toimprove their speaking skill:

Roleplay

Students dramatise the content of text, taking the roles of the characters

in the store they have just studied The teacher organises the role - play byputting all the same roles together, eliciting and then letting them practise whatthey will say, then cross-grouping so that each new group has one of each ofdifferent characters

Recall the story

Students re-tell the story in the content of the text in their own words Theteacher can help them by doing a mini drill first, usually using the same pictures

or simplified statements that were used for predicting in the pre -stage task orordering or selecting in the while - stage task Students practise speaking in pairs

or groups The re-telling with a picture can also be done as a chain story

Dictogloss

Teachers give out some key words or phrases related to the lesson text.Students have to rearrange the words and phrases following the order of the text.Then they reconstruct their stories in their own words using the words orphrases as cues Then, students practise speaking in groups, pairs orindividually

Further practice

The teachers choose a topic related to the topic of the lesson, usually atopic personalised to the students and designs a production activity for thestudents to do For example, after doing the grids, they will describe otherclassmates; or students can recount similar stories to the lesson text - things thathave happened to them personally

Discussion

In this activity, teachers have students work in groups to discuss somequestions about the topic related to the lesson After that, some students willmake their presentation in front of the class

In this activity, teachers have students work in pairs to make an interview

by using questions given out This is good chance for students to improve theirinteraction with their teachers and partners

2.2 The setting of the study:

Material preparation

In order to use games created by information technology effectively,teachers have to prepare carefully the following things before teaching:

- Other visual aids

2.3 General procedures of post stage

It is really necessary for teachers to pay attention to the followingprocedures before starting the post - stage because they are important factors tohelp their activities successfully:

- Asking students for interest

- Introducing the activity

- Telling types of activities (individual, pairwork, groupwork or teamwork)

- Giving instructions and setting the rules

- Modelling

- Checking understanding to get feedback from students

- Shouting "start''

- Setting up time

- Monitoring the activity

- Evaluating and declaring the excellent participants

2.4 Practising methods:

On carrying out the study, I used some methods such as: Analytic method,Collecting method, Experimental method, Statistical method, Audio-lingualmethod, Grammar translation method, Direct method And a common way to beused is PPP approach

2.5 Samples of boosting effective activities in the post- stage of each lesson

in English 11 to develop students’ speaking skill.

Unit 1 Friendship – Part A: Reading

- “ A friend in need is a friend

in deed ?” What do you think about

this proverb ?

- What quality of friendship is

the most important to you ? why?

Then, the teacher asks students to share ideas One secretary from eachgroup takes note the group’s ideas Teacher moves round to give help ifnecessary.

Unit 1 Friendship – Part B: speaking

Questions for interview:

- What is his/her name ?

- Where and when was he/she born ?

- What is he/she like ?

- What does he/she look like ?

- What are his/her hobbies ?

- What made him/her successful in

- How did you meet this friend ?

- What do you remember the first

time you met ?

- What do you like best about him/

her ?

Teacher moves round to control and gives help if necessary After theinterview, it is necessary to call some students to report what they have knownfrom their partners’ answers Finally, teacher gives comments on what studentshave reported

Unit 2 Personal experience – Part A: Reading

Mine the story:

In this activity, teacher asks students to work in groups of three to play theparts of the narrator, the father and the daughter: the narrator tells the story, thefather and the daughter mine the story

Teacher goes round to give help then calls some groups to act out thestory in front of the class Finally, teacher analizes and gives comments

Unit 3 A party – Part C: Listening

Mindmaping:

After finishing all tasks of the lesson, students will be asked to work

in groups of three, look at the mindmap to summarize the listening lesson

b

Teacher goes round to give help then calls some students to make the

summary in front of the class Finally, teacher analizes and gives comments

Unit 3 A party – Part B: Speaking

Describing chart:

Teacher shows the chart related to the content of the lesson, asks students

to think of plans being necessary for a party

Then, students have to work in pairs to make plans for the party

Teacher moves around the class to give help When the time for preparation is

over, teacher invites some pairs to present their conversation in front of the

class

Unit 4 Volunteer work – Part B: Speaking

Role play:

In this part, teacher gives out a situation in which an old invalid man are

having problem with a bad student who is really addicted to computer game

The bad boy is run out of money now, so he wants to rob the invalid man’s

money to play game At that time, some volunteer students appear, help the man

Planning a party

WhereHome / restaurant

Date & time

foodCook / order

EntertainmentMusic / games

birthday PARTY

ENTERTAINMENT(………)

FOOD & DRINK(… …)

DECORATION(…… )

PLACE

(at our class)

DATE & TIME

( …… )

get his money and awaken the bad student to do volunteer work rather thanbeing absorbed in useless games

Teacher asks students to work in groups of 4 or 5 to rehearse the play.One is in the old invalid man, one is in the bad students and the others arevolunteer students

Teacher can help students talk about volunteer activities easily whilerehearsing play by giving some pictures:

in front of the class Finally, teacher analizes and gives comments

Unit 5 Illiteracy – Part C: Listening

Colored topics:

Teacher prepares cards with four different colors and asign each topic to eachcolor For example :

Red Blue Green Yellow

Teacher divides the class into groups of four or five Ask each group to take one card at random Then ask students in each group to talk about the

problem presented by the card they have chosen and offer sollutions

Summarize the story about Spring School Using the following suggestions

Summarize the story about Spring School Using the following suggestions

1 The aim of Spring School

2 The number of children who

live or attend the lasses

2 The number of children who

live or attend the lasses

3 The activities the children can

take part in at school

3 The activities the children can

take part in at school

Provide/ It/ disadvantaged children/ classes

- 30 street students/ live/study

- 250 children /special difficulties /attend

school rules

Teacher goes round the class to give help with vocabulary Invite some groups to report their ideas and give comments.

Unit 6 Competition – Part A: Reading

Table description:

In this part , teacher asks students to talk about the English competitionbase on the table information:

The annual final English Competition

2.Competitors The representatives of three classes

3.Aim of the competition Stimulate the spirit of learning English among

the students

4.Organized by English teachers

5.Sponsored by The Students’ Parents Society

6.Competition’s rules - work in groups of three

- complete 5 activities

- answer the questions on the worksheets

7.The judges’ activities - observe and score the students’ performance

- announce total score of each group

8 The winner’s awards a set of CDs for studying English and an Oxford

Advanced Learner’s Dictionary

Teacher asks students to work in pairs or groups to summarize the readingtext base on the table information Teacher goes around to give help then callssome students to make the summary in front of the class Finally, teacheranalizes and gives comments

Unit 6 Competition – Part C: Listening

Chart description:

Teacher asks students to work in pairs to summarize the listening text base on the chart information Teacher moves around the class to give help Invite some pairs to present their conversation in front of the class

The Boston Marathon