(SKKN 2022) some effective ways to develop speaking skill for the 11th grade students at thuong xuan 2 high school

How to improve speaking skill in the post- stage 5 Samples of designing effective activities in the post- parts of each lesson in English 11... At Thuong Xuan 2 high school, most student

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT THƯỜNG XUÂN 2

Đơn vị công tác: Trường THPT Thường Xuân 2

SKKN thuộc môn: Tiếng Anh

THANH HOÁ, NĂM 2022 TABLE OF CONTENTS

2 The role of the post- parts in each lesson 3

3. How to improve speaking skill in the post- stage 5

Samples of designing effective activities in the post-

parts of each lesson in English 11

PART A: INTRODUCTION

I Reasons for choosing the research

Nowadays, English assumes as a more and more important part as ameans of international communication than ever 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, therefore,improving the quality of education in general and quality of the subject English

in particular is one of the concerns leading the current educational policy.Specially, in some recent years, the focus of teaching has been promoting oralskills in order to respond to the Students’ needs for effective communication However, due to some objective and subjective reasons, teaching andlearning English in general and teaching and learning in particular does notcome up to the study aims In spite of teachers’ efforts to provide students withopportunities to develop their communicative skills, how to teach and learnspeaking effectively is still a challenging question to both teachers and students

at many high schools in Vietnam

At Thuong Xuan 2 high school, most students are not aware of theimportance of speaking skill It has been proved that some students got into ahabit of learning “mute English” which obviously harmful to a language learner.Therefore, it is necessary to find a supplementary technique used in teachingspeaking

Games can help teachers to create contexts in which the language is usefuland meaningful Games bring a relaxed atmosphere and create moreopportunities for students to practice so they are highly motivating, competitiveand fun With games, students will enjoy themselves, be stimulated and getinvolved in speaking As a result, they can learn new lexical items faster andremember better With so many advantages, games seem to be an effective way

in teaching and learning speaking a foreign language

Moreover, speaking is one of the most important skills to be developed andenhanced as means of effective communication For English teaching, thequestion of how to increase communicative competence was and tends to be themost crucial one

In Vietnam, there has been a general situation that many studentsmastering the fine points of English grammar but find themselves at loss when itcomes to actually having a conversation with native speakers In other word, likemany 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 speakingcompetence In reality, the only way to develop fluency in speaking is by a huge

amount of listening and then practicing Our students need more oral practice sothat they can be more confident to speak Therefore, it is necessary that oraltasks be carefully 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 forsummarizing 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: Some effective ways to develop speaking skill for 11 th students at Thuong Xuan 2 high school for my experienced innovation.

In this study, there are exciting and useful activities of developingspeaking skill in post- parts in some unit of English 11 Of course, this studycan’t be perfect in limited time Therefore, I hope that the colleagues’contribution will make it more perfectly

II Aims of the research

The aims of this study are:

- To give out a brief overview on post - stages created by designingencouraging activities 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

III Object of the research

The research focuses specifically on using games in warm up activity inteaching speaking to the 11th graders at Thuong Xuan 2 high school, namely, 2classes 11B3 and 11B6

IV Methods of the research

- Draw from experience of my teaching

- Consult many documents ,especially methods of study

- Study colleagues’ experience

In the process of carrying out this research, the survey questionnaire isused to collect data The survey questionnaire including pre-task and post-tasksurvey questionnaire is for 80 11th form students from 2 classes 11B3 and 11B6

at Thuong Xuan 2 high school

PART B: CONTENT

I Theoretical background

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

of any language Without speech, a language is reduced to a mere script The use

of language is an activity which takes place within the confines of ourcommunity We use language in a variety of situations

2 The role of post - stage in each lesson

This stage is like the follow – up stage After students have practiced thetarget skill in the white – stage, they do an extension activity This helpsstudents take 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 towhat they have just learnt Tasks usually involve the productive skills Theimportance is that we have to definite exactly what activities we can use in thepost – 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 forpracticing specific language items or skills or for more communicative languageproduction

II The reality of the problem

The research was carried out at Thuong Xuan 2 high school with the

participation of 80 the 11th form students All of the surveyed students havelearned English for 6 years However, most of them have difficulties inmastering four language skills Of the four skills, as many of them revealed, theyfind speaking especially important yet challenging one That was the reason whymost of the students feel bored and unmotivated in speaking classes

English 11 textbook consists of 16 units for two terms Speaking lessonsare under the tendency theme-based approaches In general, the textbookprovides students with a variety of topics and speaking activities with the aim ofhelping students improve their speaking skill However, there are some speakingtopics that are far unfamiliar with the students’ background knowledge such asnature in danger (unit 10), sources of energy (unit 11), space conquest (unit 15),the wonders of the world (unit 16),…

The survey questionnaire used for 80 students from 2 classes 11B3 and11B6 at Thuong Xuan 2 high school

Table 1: Students’ attitudes and perspectives towards speaking lessons

OptionsQuestions

A(%)

B(%)

C(%)

D(%)

Are you willing to speak in speaking classes?

A Yes, I like speaking very much

III Measure implementation:

- Speaker or cassette

- Other visual aids

2 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 activities

- Telling types of activities (individual, pairwork, groupwork orteamwork)

- Giving instructions and setting the rules

- Modeling

- Checking understanding to get feedback from students

- Shouting "start''

- Setting up time

- Monitoring the activity

- Evaluating and declaring the excellent participants

3 How to improve speaking skill in the post- stage

As you know that, making students speak more English in the classroom isnot only a matter of "forcing" them to speak This demands good preparation ofproper material and implementation must be progressive and systematic whichdemands 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 importantthat teacher create the best environment and chance for students to practicespeaking English naturally and effectively

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

3.1 Role play

Students dramatize the content of text, taking the roles of the characters inthe store they have just studied The teacher organizes the role - play by puttingall the same roles together, eliciting and then letting them practice what they willsay, then cross-grouping so that each new group has one of each of differentcharacters

3.2 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 or

ordering or selecting in the while - stage task Students practice speaking in pairs

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

3.3 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 or phrases

as cues Then, students practice speaking in groups, pairs or individually

3.4 Further practice

The teachers choose a topic related to the topic of the lesson, usually atopic personalized 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

3.5 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

4 Application:

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

Samples of using variety of effective activities in post –stage in English 11 to develop students’ speaking skill

Unit 1 Friendship – Part B: speaking

Role-play:

Teacher asks students to work in pairs to play the role of a journalist and

an interview whose friend has won the first international prize in Maths

Journalist: You are interviewing a person whose best friend has won the firstinternational prize in Maths Use the questions below as help

Interview: You have a friend who has won the first international prize in Maths.You are being interviewed by a journalist about him /her

Questions for interview:

- What is his/her name ?

- Where and when was he born ?

- What is he/she like ?

- What does he/she look like ?

- What are his/her hobbies ?

- What made him/her successful in

gives comments on what students have 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 mime the story

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

b

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

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

Planning a party

WhereHome / restaurant

DecorationsColor balloons / flowers

foodCook / order

Who to invite

When

Date & time

BudgetHow much

foodCook / order

EntertainmentMusic / games

birthday PARTY

ENTERTAINMENT(………)FOOD & DRINK(… …)DECORATION(…… )

GUESTS (friends and classmates….)

DRESS( …… )

PLACE

(at our class)

DATE & TIME

( …… )

The bad boy is run out of money now, so he wants to rob the invalid man’smoney to play game At that time, some volunteer students appear, help the manget 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 are volunteerstudents

Teacher can help students talk about volunteer activities easily while rehearsingplay by giving some pictures:

Unit 6 Competition – Part B: Speaking

Game show:

Teacher prepares a set of general knowledge questions (about 10 questions)

1 What does water consist of ?

2 What language do all airline pilots need to speak ?

3 How many sides does a cube have ?

4 Which of these elements do you need for something to burn ?

5 How many teeth does an average adult have ?

6 What mammal lives the longest ?

7 Where is the smallest bone in the human body ?

8 What is the red planet ?

9 What sense is the most closely linked to memory ?

10 In what month the earth is nearest to the sun ?

Teacher delivers handouts, asks students to listen and read out the answer

of each question Give one mark for each correct answer The group who hasmore correct answers will be the winner Finally, teacher declares the winninggroup

Handout:

1 Hydrogen & oxygen Hydrogen & calcium Hydrogen & nitrogen

6 The elephant The whale man

Unit 7 World population – Part A: Reading

comments

Discuss with your partner and find out five world largest

countries in population Say where they are and which is

the richest and which is the poorest country