(SKKN HAY NHẤT) practising speaking skills for 11th graders at trieu son upper secondary school n0 2”

In order to do that, students not only practise their professional skills but also promote English language proficiency.. This habit leads to the direct consequences that teachers only t

A INTRODUCTION

I REASONS FOR CHOOSING THE TOPICS

1 Rationale

The purpose of learning foreinge languages in general and the english language in particular is firstly to communicate primarily through listening comprehension and writing skills This is clearly reflected in textbooks Besides the innovative teaching methods at all levels is big advocate of education and training sector in the years to improve the ovetoral quality of education One of the requirements for education and training in the curent period is to promote positive, dynamic and creative students, making students who passively receiving knowledge of the initiative in knowledge discovery, having capable of solving the problem or the assigned tasks effectively in the environment as well as individuals in collaborative environment to eventually develop self- learning style

to achieve the highest effeciency

2 Factual basis

With the development of today’s society, each student after school wants to have a good job and a good income In order to do that, students not only practise their professional skills but also promote English language proficiency

You can not work in a foreign company if you do not speak English Because of the reasons above that the general language, English in particular holds a very important role in our lives However, how to learn this foreign languages and use

it effectively is an extremely difficult to study in the conditions of students in upper secondary schools, especially in Trieu son 2 upper secondary school In fact, many students in Viet nam graduated from universities can not speak English although they have a large number of vocabularies They are used to doing exercises in textbooks Besides, the number of students in a class are often over crowded and students in rural areas often feel shy when they communicate with other people so they have a lot of difficulties in speaking practice English The speaking test to date has not dome a systematic way Tests rely heavily on reading skills, grammar and writing This habit leads to the direct consequences that teachers only teach students about the word homework, reading comprehension, and writing skills They ignore the most important skill That skill is oral

From the above realities, all foreign language teachers have developed their own beliefs They know how to learn a foreign language Their beliefs are based on their experiences after each lesson This promotes the foreign teachers in

general and the English teachers in particular try to study to improve their knowledge They have to find new methods to attract their students, and help students get knowledge in creative ways Students must self- improvement approach to learning in a positive direction and created from language thinking ability through communication The English teachers help students to develop their four skills, reading, listening, speaking and writing skills in learning a foreign language

Over the years, I as well as my other colleague constantly learning to find out for yourself the experience and appropriate teaching methods Innovative methods require teachers and students to work actively to shape dut ability to form language to communicate The English people have idiom “ practice makes perfect” For that reason I choose the topic “ Practising speaking skill for students

in grade 11” I want to contribute my small part in the innovation of teaching method and materials to consult colleagues and suggestions

II THE STATUS OF TEACHING AND LEARNING ENGLISH AT TRIEU SON UPPER SECONDARY SCHOOL No2

1 Status 1.1 The situation of teaching English.

Recent years, English subject is one of the most important subject that the administrators give a lot of attention and facilitate the teaching and learning in order to help students have good knowledge to take the national entrance examination Facilities are also given a lot of attention so that the quality of teaching is getting much higher The implementation of the thematic workshops for the teaching of natura allows school level regularly However, teaching English is very limited, inadequatae and not really have the results In fact, it is not practical to attract more students to participate During the lesson is sometimes longer reaction, heavy feeling sluggish for both learners and teachers

1.2 The situation of learning English

With the development of the society, most of the people know the important and the necessary of learning English In fact, learning English has not achieve the expected results Although the students were familiar with English courses from the secondary school but the reason is that they come from rural familes with low living standard and poor living conditions, they often feel shy when communicate with friends Besides that there is no visual media Students only study vocabulary and grammar structures in textbooks They are not

voluntarily extended thought to ralate to the relationship other topics in life.

Besides they have little to say to lazy learning, lazy thinking led to the nature of language learning to cope, not achieving learning outcomes

2 The results of the current situation

Although students spent many years learning English at high school did not meet the requirements of society Students learn English from junior level

to train more 3 years but they still can not communicate in English They can not overcome their shyness to express and promote their own capacity

B PROBLEM SOLVING

I THE IMPLEMENTING SOLUTIONS

1 Guide students how to perform

Practice speaking must be taken into the meaningful situations to make sense to be able to meet a number of requirements communication method

Teachers should not see the technical training is major repeatation and replacement We should consider this techneque as first activity to provide in put marterial for students This helps students use information to communicate

Practice speaking is not only based on each lesson in the class but also help students remember structures and vocabularies to communnicate with people We should encourage students to practise English in their free time

Teachers help students review their knowledge by setting situation If we do so, students can remember both vocabularies and structures Teachers also encourage students to be interested in learning English Basing on my experience, some language games can also create a controlled exercise While playing the game guide language, teachers must also speak to learners repeating pattern With how

to manipulate not only the ability to feel comfortable while learning English that teachers can control the knowledge that his offer to use on new lessons

Example: in class 11 board basic, theme of the lesson is “Friendship”

teachers should require students to train some verbs like; have, give and take, to

be a true friend, take up an interest, feel, know each other and some adjectives using in describe physical characteristics and personalities like; sense of humour, funny,friendly, helpful etc learners can interview each other as the following the modal dialogue

Student1: What do you and your friend have in common?

Student 2: We often go to school together, he/ she often helps me do my

homework

Student 1: Can you describe your friend?

Student 2: He/ she is handsome/ beautiful.

Student 1 Why do you make friend with him/ her?,Why does he/she become your

best friend? Or what do you like about him/her.?

Student 2: Because he/ she has a great sense of humour He/ she is very funny.

We have been through good times and bad times with each other We have a lot

of the same interests

In addition, this lesson the teachers can give students a presentation on his best friend They can also describe the physical characteristics and personalities of someone else They must show the reason why they become friends Presentation to the class and help them somewhat relieved and gradually they will confident when speaking English, and they will like learning English

Students can write a short paragraph to introduce their friends like the example below;

student1: My best friend is Lan She is very friendly a nd helpful She has a great

sense of homour and she is very funny We have been friends for a long time We have been through good times and bad times with each other We have a lot of the same interests She is a good friend and he’s a good listener

Student 2:

My good friend is Minh He lives near my house We often go to school together

We have been friend for a long time He is tall and handsome He is very funny and good- natured We have a lot of the same interests We like to go fishing and movies together Etc

Teachers can require students to review the old lesson by summary the content of the lesson After that teachers ask them to study by heart to present to the class If we do so, learners can remember both structures and vocabularies

2 Ways to help students perform

Although students have learned how to perform in his speech but not really accurate so teachers must use the appropriate sentence for the content that they are doing so they are confident when presenting Here are steps to check the content that we have to guide them in the introduction Through this work, students will remember the structure naturally They will take the initiative and creativity rather than imposing manner of the teacher

3 Assesment test results performed

After the student guide, here are steps for students to practicse by presenting content that the intructor asked Catogory of exercise at home or lessons that students have to summarize the lesson content, the teacher can give a child up table presents that content The under layer is also presented his article then moves the article for you to fix the line together in each other table After the student finished presenting on the board, teachers require other students stop writing to check the writing on the board Teachers comment the writing and

guide other students ways to write, what experiences should be drawn after each writing lesson Note; in the presentation of the students, we should not fix many grammatical errors as this activity is encouraging speech If we are interested in the grammatical error correction apprehensive students will lose confidence before friends

II APPLY TEACHING

1 Time, materials, objects and apply the teaching environment Time: this experience initiataives was reseached by me from the 28th August,

2013 to the 20th April 19, 2014

Materials to reseach: in the process of implementing reseach, I have

reference material for teacher, the book teaching English and also learn more through Bristish Council website: hppt//:WWW.Teachingenglish.org.uk

Application objects: students in grade 11B2 and students in grade 11B7 Applicable environment: Triệu Sơn 2 upper secondary school

Applicable lesson: Unit3: A Party ( part B: Speaking)- page: 35

(textbook-grade 11- standard program)

2 General characteristics of the subjects taught 2.1 Class 11B7:

There are 43 students in class 11B2 Most of the students have weak academic

Most students are from poor families so they are faint- hearted They not participating voluntarily post construction, many students do not participate when teahers work Whenever required and instructors also showed no attention

The majority of children have homework to prepare but nature should teachers with results not as expected

2.2 Class 11B2:

Here is the original class of naturally setected, but the students have academic average and weak academic subjects in English but their attitudes toward learning harder They often prepare their homeworm at home In the class children all participate in building excitement From the general characteristics as outlined above, I studied materials and teaching method then applied normal method to 11B7 and with class 11B2 I applied the form of innovation practice English speaking skill

3 How to perform 3.1 For class 11B7

As presented above, all of the students in class 11B7 have prepared the lesson at home but reactive,during school hours on school students in a very low class Only some of them participated in all speech construction, the rest is dealing with effective so teachers’ work sometimes not achieved as desired

Therefore,to practice speaking skills for students to conduct classes I applied conventional methods to speak specifically the steps:

Step1: Teacher reads the questions then explain the vocabularies, after that

teacher requires students to answer the question in Task 1, textbook (SGK),students work individually for 5 minutes After finishing,teacher calls two

or three pairs to make dialoge

Example: two students; Hùng and Hương ask and answer, using the sentences in

task 1;

Hung: Whose party was it?

Huong: It was Lan’s party Hung: what was the occasion?

Huong: It was her birthday

Hung: Did you take a gift for the host?

Huong: Yes, I did Hung: Who did you go with?

Huong: I went with my friend Hung: where was the party?

Step 2: After calling two or three pairs to ask and answer, teacher can require

learners to prune the unnecessary questions, then change those questions to ask their friends about a birth day party that they took part in The ultimate goal is to turn the questions and answer into the conversation but understandable logic

Example:

Lan: Who did you go with to mai’s birthday?

Lien: I went there with my classmates Lan: where was the party?

Lien: It was at home Lan: Did you take a gift for the host?

Lien: Yes, I gave here a schoolbag Lan:Were there a lot of people there?

Lien: yes, there were Lan: Were there a lot of people there?

Lien: Yes, there were

Lan: Did you know most of the most of the people there?

Lien: I knew some of them ( or: I knew all of them) Lan: what was the music like?

Lien: It was lovely Lan: Did you meet any nice there?

Lien:

Step 3: Teachers ask students at this time based on questions and answers acquire

details then convert it into a paragraph saying They have time to prepare is five minutes After writing this paper, the teacher requires students to interchange to fix if any Then teacher calls from three to five students stood before his class reading

3.2 For class 11B2

The steps are the same as class 11B7 but there are some changes as follow:

Step 1: teachers read questions, explain the vocabularies then ask students to

answer the questions in task 1 (textbook) Students work individualy for 5 minutes After they have finished the teacher can call 2 or 3 pairs to ask and answer as the dialoge

Step 2: in this step, teacher requires student to omit the unnecessary sentences.

They can add some questions which related to their birthday party Student can use these questions to ask their friends’ birthday that he or she had participated

The ultimate goal is to turn the questions and answer into the conversation but understandable logical dialoge

Example:

Lan: Did you go to Mai’s birthday last Saturday?

Lien: Yes, I did.

Lan: Who did you go with to mai’s birthday?

Lien: I went there with my classmates Lan: where was the party?

Lien: It was at home Lan: Did you take a gift for the host?

Lien: Yes, I gave here a schoolbag Lan: Were there a lot of people there?

Lien: yes, there were Lan: Were there a lot of people there?

Lien: Yes, there were.

Lan: Did you know most of the most of the people there?

Lien: I knew some of them ( or: I knew all of them) Lan: what was the music like?

Lien: It was lovely Lan: Did you meet any nice there?

Lien:

Step 3: Teacher now requires students to base on the questions and the answers,

summarize the detail information then convert into a passage speaking Students prepare for 5 minutes After students write on the paper, teacher asks students to change their writing with their friend to fix errors After that teacher call 3 or five students to read his or her writing in front of the class

Step 4: at this stage, I give them skills in the form of expansion by asking them to

write a paragraph about a party that they joined It can be their classmate or other classes After they are ready to read before the class When the lesson finishes, they will have to complete the writing at home to be checked in the next lesson

Example: students can write as the following passage

Last week, I went to Minh’s birthday She turned 17 years old Her parent held a birthday party for her at a nice restarant The party began at 7 in the evening and there are about ten of us gathering in that restarant with Minh I gave present to Minh and she happily opened it.when the cake was brought out, it was decorated with pink and white icing There were seventeen candles on the cake.we all clapped our hand and sang happy birthday to Minh

In this stage, I give students more time to prepare their writing Besides I also strict scrutiny to all to write about this event, there may be real or imaginary or they may use the sugggestion questions in task 1 I check 5 to 7 students reading their writing in front of the class to find out the best writing as an sample for the

group

III: APPLICATION ON A SPECIFIC LESSON

Unit 3 A Party Lesson 2 : Speaking period: 14 (textbook 11)

Oblectives:

Educational aims : At the end of the lesson Ss will be able to know

how to plan parties

Knowledge : Use appropriate language to talk about parties and know

how to plan them

Use appropriate language to invite p.p to come to parties

Skill : - Main skill : Speaking.

Sub skills : Writing, reading and listening

Teaching aids: Textbook, Whiteboard markes, Planning lesson, Teaching method: regrate, Communicative

Procedures:

Teacher and Pupils’ activitives Contents

Warm up: (3’)

T: Asks Ss some questions

Ss: Answer individually

T: Gives feet back and introduces the new lesson

1, Have you ever been to a party ? Suggested answer:

Ss: yes, I have been to a party

2,Whose party was it ? Ss: It was my friend’s party

3,On what occasion?

Ss: It was on her birthday

4, Where was it?

Ss: It was in her house

5, Was it fun ? Ss: Yes, It was very fun

Today we will talk about a party which

we have been to