THANH HOA DEPARTMENT OF EDUCATION AND TRAININGDONG SON 1 HIGH SCHOOL EXPERIENCE INITIATIVE DEVELOPING COMMUNICATIVE SKILL THROUGH SPEAKING LESSONS IN ENGLISH TEXTBOOK 12 TOWARDS THE NAT
Trang 1THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
DONG SON 1 HIGH SCHOOL
EXPERIENCE INITIATIVE
DEVELOPING COMMUNICATIVE SKILL THROUGH SPEAKING LESSONS IN ENGLISH TEXTBOOK 12 TOWARDS THE NATIONAL
Trang 2TABLE OF CONTENT Page PART I INTRODUCTION
1.5 Contribution of the study 1
PART II CONTENT
REFERENCES
Trang 3PART I: INTRODUCTION 1.1 Rationale of the study
In order to enhance English language teaching and learning in Vietnam inall school levels, Prime Minister has announced Decision No 1400/QĐ-TTg
“Teaching and Learning Foreign Languages in the National Education System,Period 2008 to 2020” The general goal of this project is that “most Vietnameseyouth whoever graduate from vocational schools, colleges and universities gainthe capacity to use a foreign language independently This will enable them to
be more confident in communication, further their chance to study and work in
an integrated and multi-cultural environment with variety of languages Thisgoal also makes language as an advantage for Vietnamese people, serving thecause of industrialization and modernization for the country” However, there is
a shortage of the updated curriculum and materials, so it seems difficult for thelearners to turn this into reality During the process of learning foreignlanguages, speaking is one of the skills needed to be paid attention to;meanwhile, examinations still focus too much on written tests, especially thenational examination
To deploy teaching basing on learner’s capacity development andstimulating students’ interest in learning English, the researcher has chosen the
topic: “Developing Communicative skills through Speaking lessons in English Texbook 12 towards the National Examination” as a study with the
hope of bettering the quality of teaching and learning English in UpperSecondary school currently as well as building a reference source for teachers inteaching students how to deal with communicative situations kind of test in thenational examination
1.2 The aims of the study
This study aims at designing activities for Speaking lessons in English
textbook 12 to stimulate students’ interest in speaking lessons and help students
practise doing this part of the test “Mark the letter A, B, C, or D on your
answer sheet to indicate the most suitable to complete each of the following exchanges”
1.3 Scope of the study:
Some activities of teaching speaking skill make students involve in the lessons
1.4 Method of the study
+ Observation: Observe the classes
+ Discussion: Discuss the lessons after class observation
+ Teaching: Teach some Speaking lessons in English textbooks
+ Testing: Test students’ ability of speaking and doing kinds of test
1.5 Contribution of the study
The study provides some activities for further practice communicative
situations in the Speaking lessons The study encourages students to participate
in the speaking activity and develop their speaking skill The study is also asuggestion for teachers in supplementing their lesson plan towards the nationalexamination
Trang 4PART II: CONTENT 2.1: THEORETICAL BACKGROUND
As we all see, at the globalization age, English is an importantcommunication tool for integrating regional and international community,getting accessed to information world of technology, science, culture, society aswell as politics Therefore, the teaching and learning foreign languages ingeneral and English in particular is highly appreciated and English is considered
as the main official subject in the curriculum of the national education
The methodology of teaching and learning English has had some basicchanges since the learner-centred tendency was targeted Teachers are not theonly ones who have knowledge and convey it to students, they are justinstructors, supporters, consultants and examiners The learners are no longerpassive in getting knowledge, but active and centered in learning and applyingcommunicative situations in real life
2.2 PRACTICAL BACKGROUND
To achieve the results in learning English, firstly it depends on thelearners’ needs, then on the learning environment However, in the schoollearning environment, the need of communicating in English and theenvironment of learning English is still limited Though knowing how importantlearning English is, students learn it as if they are forced to
This requires teachers to be creative and flexible in conveying knowledge
to the learners
From the facts above, in order to help learners use English naturallythrough real situations in life, practise them for a test question and use them intest, teachers need to diversify lesson and activity designs so that they can helpimprove learners’ speaking skills as well as ensure that students have sufficientknowledge in sitting the National Examination (their final target)
2.3 FINDINGS AND SOLUTIONS
2.3.1 FINDINGS:
From the speaking tests presented in written form, theresearcher sees that most of these students are not good atknowledge as well as skills It is presented in the table below:
Levels
Class
Choose correct answers
Choose some correct answers
Can not do the test
12A1 10/ 43 = 23.2% 13/ 43 =30.2% 20/ 43 = 46.6%
12A6 8/ 47 = 17.0% 8/ 47 = 17.0% 31/ 47 = 66%
12A8 8/ 46 = 17.3% 7/ 46 = 15.2% 31/ 46 = 67.5%Some of the mistakes that students make when they do the speaking tests in thewritten form:
+ Lack of vocabulary
+ Not being able to grasp the structures and communicative styles in thewritten form to do the test
Trang 52.3.2 SOLUTIONS:
Since the format of test was multiple choice questions, the researcher has designed lessons for skill lessons, especially speaking skills in the form of multiple choice questions to meet the needs of the learners and the requirements
of the National Examination As a result, the pressure of lessons is reduced, students are interested in practising communicative situations and excited about choosing the correct reply in each communicative question
In particular, Speaking lessons of English Textbook 12 have been
redesigned as following:
Sample 1 UNIT 1: HOME LIFE ( page 15)
A Aims : By the end of the lesson, students will be able to know how to greet
someone and respond to greetings
B Procedure
Task 1 The expressions are commonly used when people are chatting Place them under the appropriate heading Then practice with a partner.
- How is everything going? - Catch up with you later
- Not too bad How about yourself? - Talk to you later
- Hi How are things? - Fine And you? - O.K How about you? - Pretty good How about you? - O.K Can’t complain (very informal) - Take care!
Start a conversation Response
Closing a conversation Response
Task 2 Work in pairs to make new dialogues Model: A: Hello, . B: A: May I ask you some questions? B: Yes, please! A: Could you tell me how many people there are in your family? B: There are A: What do your parents do? B: A: Who does the household chores? B: A: So what’s your responsibility in your family? B: My responsibility is
A: I think you have a happy family
Trang 6A: Talk to you later.
B: Bye! See you later
Task 3 Choose the best answer for the following questions.
1 Minh meets Lan at the college
Minh: “Hello! My name is Minh Nice to meet you.”
Lan: “ Hello ”
A I’m fine B Really? C Good! D I’m Mai Glad to meet you
2 Peter meets Mike at a workshop
Peter: “I’m Peter, from Continental Computers How do you do?”
Mike: “ _”
A How are you ? B How do you do ?
C Pleased to meet you
3 Two friends Mark and Janet meet at the library
Mark: “What’s the matter? You don’t look very well.”
Janet: “I’m feeling a bit _.”
A under the weather B under the impression
C out of blue D out of order
4 Tony hasn’t met Lucy for a week
Tony: How are you today?
Lucy:
A I feel like a million dollars B I feel like a million stars
C I feel your ears burning D I can feel it in my bone
5 Peter meets Mike at a workshop
Peter: “I’m Peter, from Continental Computers How do you do?”
Mike: “ _”
A How are you ? B How do you do ?
C Pleased to meet you D B and C are correct
6 Nam and Nga haven’t seen for a long time
Nam: “ ?”
Nga: “I am very well thanks.”
A How do you do B How are you C What are you like D Are you well
Sample 2 UNIT 2: CULTURAL DIVERSITY ( page 22)
A Aims : By the end of the lesson, Ss will be able to know how to give
opinions, agreements and disagreements
B Procedure
Task 1 The expressions are commonly used when people are chatting Place them under the appropriate heading Then practice with a partner.
- I couldn’t agree with you more - I think / feel / believe …
- Well, you could be right - Exactly
- In my opinion / In my point of view …… - That’s a good idea
- It’s out of question - As far as I’m concerned…
Trang 7- I’m sorry, but I disagree - That’s not the same thing at all.
Giving opinions Agreement Disagreement
Task 2 Work in pairs Discuss the statement “What do you think about a big family?” Model A: A: Hi!
B: Hi! A: I think it is a good idea to have three or four generations living under one roof What about you? B: Yes I agree with you Because they can help each other a lot Model B: A: Hello _ B: Hello _ A: In my opinion, it isn’t a good idea to have three or four generations living under one roof And you? B: For me, I don’t think so Most of old–aged parents like to lead independent lives Task 3 Choose the best option A, B, C or D to answer the following questions
1 Cathy and Phillip are talking on their way home Cathy: “ As I see it, women often drive more carefully than men.” Phillip: “ _! ” A Never mind B Absolutely C Yes, please D What nonsense 2 Thomas and Nancy are at their friend’s birthday party Thomas: "What do you think of Jane’s new classmate?" Nancy: " ." A I think of her all day B She is lovely We all like her C There is no doubt about it D Well, I think so 3 Dan and Nan are talking at their company Dan: “Sometimes I think we lose our temper more easily than our girl friends” Nan: “ _.” A I wouldn’t worry about it if I were you B Sure, go ahead C Don’t be angry Let’s talk it over D I couldn’t agree more 4 Teacher asks Lisa at the class Teacher: “Do you think that wind power will be an alternative source of energy?” Lisa: “ _” A Maybe, I’m not sure B Yes, I think so
C Are you kidding? D No, thanks
Trang 86 Clara and Bill are discussing the topic Global Warming.
Clara: “I think one of the solutions to this problem is that people have to stop cutting down trees.”
Bill: “ _”
A Say it again I like to hear your words B Yes, people can do it
C I think so We should do that D I couldn’t agree with you more
Sample 3 UNIT 3: WAYS OF SOCIALISING ( page 32)
A Aims : By the end of the lesson, students will be able to know how to give
compliments in different situations, and know how to respond to compliments
Barbara: Thank you, Phil That's a nice compliment
Peter: Your hairstyle is terrific, Cindy!
Cindy: Thanks, Peter I think I’ve finally found a style that looks decent and iseasy to handle
Tom: I thought your tennis game was a lot better today, Tony
Tony: You’ve got to be kidding! I thought it was terrible
Useful language
The great majority of compliments included the most common 6 adjectives: nice,
good, beautiful, pretty, great, wonderful and two verbs: love, like and some
following structure:
- Noun phrase + be / look + adj
Eg: Your blouse is really beautiful / Your hair looks great!
- I ( really) + love/ like + Noun phrase
Eg: I really love your dress
- Pronoun + is (really) adjective + Noun phrase
Eg: That is a really nice rug!
Task 2 Work with a partner Practice giving compliments to suit the
responses Use the cues below.
Colin: You must be kidding! I thought the same was terrible
Task 3 Work in pairs Practice responding to the compliments below.
Trang 9Phil: You’re a great dancer, Huong I wish I could do half as well as you.
Task 4: Choose the best answer for the following questions
1 Julia and John are talking about John’s tennis game
Julia: “ ”
John: “You must be kidding! I thought the game was terrible.”
A You should have played tennis very well B You can play tennis here
C You played tennis very well today D You’re free to play tennis now
2 Hoa and Janet are talking about Hoa's new hairstyle
Janet: “You look nice today I like your new hairstyle.”
Hoa: “ _”
A It’s nice of you to say so B Shall I? Thanks
C Oh, Well done D I feel interesting to hear that
3 Laura comes to Maria’s house
Laura: “ What a lovely house you have!”
Maria: “ _.”
A Of course not, it’s not costly B I think so
C Thank you Hope you will drop in D No problem
4 Peter saw Phil play baseball
Peter: “ I thought your baseball game was a lot better, Phil”
Phil: “ _.”
A You’ve got to be kidding I thought it was bad B Yes, please Just a little
C Thank you I’d love to D No, thanks I think I can do
5 Peter gives Mary a gift on her wedding day
Mary: “Thanks for coming What a nice gift you’ve brought us!”
Peter: “ _”
A I’m glad you like it B But you know how much it costs?
C The same to you D In fact, I myself don’t like it
Sample 4 UNIT 4: SCHOOL EDUCATION SYSTEM ( page 47 )
A Aims : By the end of the lesson, students will be able to practise giving
thanks in different situations, and know how to respond to thanks
B Procedure
Task 1: Put the given statements in the correct column
Giving the thanks Response - -
Trang 10-
-– I really appreciate it! -– Not at all
– You are welcome – It was nice of you…
– It’s my duty to help you – My pleasure
– I’m very grateful for… – I owe you a great deal – Oh, it was the least I could do – You are so kind
– This is what I expected – Don’t mention it
Task 2 Work in pairs Practice responding to the thanks below
1 Thanking for expressions of sympathy
A: I'm sorry to hear your grandmother is ill
B:
2 Thanking for compliments and wishes of success
A: You are such a good cook!
B: _
3 Thanking for favors
A: Thank you so much for lending me your bicycle
B:
4 Thanking for a congratulation
A: Good luck with your exams!
B :
Task 3: Choose the best answer for the following the questions.
1 Mary has just helped Janet, her close friend, to get to her office in her private
car
Janet: “Thank you for giving me a ride, Mary!”
Mary: “ _”
A No matter! B No way! C No problem! D Never mind!
2 After the dinner at the restaurant at 7 p.m
Robert: “Thank you for a lovely evening.”
Anne: “ .”
A Don’t mention it B I’m glad you enjoy it
C Yes, I’d like that D Yes, that would be very nice
3 Bill and his boss are talking at Bill’s wedding anniversary party
Boss: “Thank you for taking the time to come here in person”
Bill: “ _”
A I don’t know what time that person comes B It’s my pleasure
C Do you have time for some gossip? D I’d love to come What time?
4 Mai goes to the hospital to meet her friend
Mai’ friend: “Thank you for coming to meet us”
Mai: “ _.”
A You are welcomed B Not at all C Same to you D Thank you too
5 Nancy has Danny repair her bike
Danny: “Thanks for your help, Mary.”
Trang 11Nancy: “ .”
A Never remind me B It’s my pleasure
C With all my heart D With you
Sample 5 UNIT 5: HIGHER EDUCATION ( page 55)
A Aims : By the end of the lesson, Ss will be able to know how to apologize
and respond to apologies
B Procedure
Task 1 Tick (√) the expressions of apologies.
1 May I apologize for…? 5 Thank you so much
2 I am extremely sorry for my behaviour 6 Excuse me
3 What can I help you? 7 How a beautiful song!
4 Please pardon me 8 Please don’t be mad at me
Task 2: Rearrange the given statements to make a meaningful dialogue
1 Good morning
2 Why are you late?
3 You’re right I’m glad because you finally come
4 Good morning
5 I’m sorry for being late
6 Don’t mention it Let’s come in Everyone is waiting for us to start the party
7 Yeah!
8 Because of the traffic jam, I can’t go so fast I was very anxious, but I should observe the traffic rules
9 I’m really sorry
Task 3: Choose the best answer for the following the questions.
1 After finishing the duty at the company at 6 p.m
Tommy: "I'm sorry I won't be able to come to your party"
Mary: “ _ ”
A Great B Oh, that's annoying
C Well, never mind D Sounds like fun
2 Johnson and Professor Johnson are meeting in their classroom
Peter: Professor Johnson, I'm sorry I was late for class this morning I'm afraid I overslept and missed the bus I won't let it happen again
Johnson: “ ”
A: That’s quite all right B Why don’t we go by car?
C Would you please take a taxi? D I wondered why you come so late
3 Paul and Sandy are on the bus
Paul: “ _”
Sandy: “ That’s all right It can happen to everyone The bus is too crowded.”
A Would you please call me a taxi?
B I’m sorry, I didn’t mean to step on your toe
C Why don’t we take a bus to the city center?
D Sorry, she’s out
Trang 12The pedestrian: “ _.Where is the parking lot?
The taxi driver: “Turn left and then turn right.”
A Excuse me B Sorry C I’m sorry D I’m afraid
5 Nam’s father is talking to his friend
Nam’s father : “Would you mind turning your stereo down?”
Nam: “ .”
A I’m really sorry! I’m not paying attention B No, I don’t
C Oh, I’m sorry! I didn’t realize that D Yes, I do
Sample 6 UNIT 6: FUTURE JOBS ( page 65)
A Aims : By the end of the lesson, students will be able to give requests and
responds
B Procedure
Task 1 Use the following expressions to make the requests.
- V.inf , please!
- Will/ Can / Could you + V.inf …?
- Would / Do you mind + V.ing…?
- I wonder if you'd/ could + V.inf …?
Task 2 Decide whether these responds are agreements or disagreements.
- What can I do for you? - I’d prefer you didn’t
- Of course! - How can I help you?
- I'm sorry I can’t I'm busy - Sure!
- No problem
responds to the following requests.
1 A: Can you help me to clean the board, please?
B: _
2 A: Please lend me your pen
B: _
3 A: Would you mind letting me borrow your book?
B: _
Task 4: Choose the best answer for the following the questions
1 Tan and his friend are talking at the shop
Tan: “Could you lend me some money?”
Tan’s friend: “Sorry, I _to the bank yet.”
A haven’t gone B haven’t been C didn’t go D am not going
2 Some students are in the classroom
Student A: “The room is too hot if I turn the fan on?”
Student B: “Yes, with pleasure
Agreements Disagreements
- ………
- ………
-……… …………
-……….…………
- I'm sorry I don’t know how to do it