Experiences in guiding graders 8th participate in practicing speaking skill according to the specific topic in English 8 pilot program semester 1st actively and effectively 1 1 INTRODUCTION 1 1 REASON[.]
Trang 11 INTRODUCTION
1.1 REASONS FOR CHOOSING THE TOPIC
As we know, the government and the state have recognized the importance
of teaching and learning foreign languages in general and English in particular in the system of schools in Vietnam Studying and using English as a foreign language will contribute significantly to the country's development and development, bringing the country up to the advancement of humanity in the 21st century More than ever, English is considered as the most popular language, a particularly useful means of communication, economic exchange, culture and etc all over the world For our country, learning English has been focused on all levels This has demonstrated the full awareness and determination of the education authorities in equipping the future owners of this key language country Good English in communication is the target of English teaching - learning throughout the school As we all know under the new textbook program students learn English for 10 years from grade 3 to grade 12 This time is not long but enough to absorb and use a good foreign language such as English In addition, the implementation of the method of communicative approach has created certain values for students Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both means and the ultimate goal of learning a language It is also referred to as
"communicative approach to the teaching of foreign languages" or simply the
"communicative approach" This is an excellent method of teaching foreign languages that has been developed and developed since the 70s of the last century, emphasizing communication as the approach and the target of
language[1] Under the guidance of the teacher, every hour of teaching success or
not can not lack the preparation, arrangement, organization well Teacher also has many advantages in organizing learning for students
However, we encountered many difficulties in teaching directly in the classroom and class observation of my colleagues, I found that students can apply the knowledge that teachers have provided in practicing "Speak " faces many difficulties such as:
- Most students encounter many obstacles, difficulties when learning to speak most is when communicating with others
- Students do not have enough input knowledge to practice
- Activities, contents required during class, in textbooks require students to have background knowledge, deep knowledge about life, events, factors, cultural events, things in real life
- Using English fluently to communicate is very modest; Students are also reluctant to use English in communication, especially high school students
- The students can't actually use this language to express what they want and they may tend to be nervous about trying to say something
Besides, traditional teaching methods have seemed to emphasize the learning of language system (rules of grammar and lists of vocabulary items …)as a goal in its own right and failed to give learners an ability to gain realistic experiences
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Trang 2in actually using the language knowledge gained
Of course, for various objective and subjective reasons, this is a concern for many English teachers at this level and for educational administrators throughout Vietnam High school students communicate in good English is an important premise for exchanging and accessing opportunities for success in the next stage of development In the process of teaching English in high school, I realized that there are many obstacles that prevent students from communicating
in English Fully aware of the above problem, I chose this topic to study to provide positive solutions to help students learn English better, especially improve the ability to speak English because ''speaking skill'' is a crucial part of language learning The mastery of speaking skill in English is a priority for many language learners
Therefore, we must pay close attention to this skill to equip students with the ability to communicate confidently To do this, the instructor needs to organize an attractive learning environment to engage more students With that, students are confident enough, more confident to communicate in a foreign language later Deriving from the general requirements of the industry, the key task of teaching and learning the subject, along with restrictions that has puzzled
me for a long time Casually looking for references on the Internet, I did additional research and apply a part of an initiative experienced high school teacher about teaching methods transplant listening and speaking skills in the same class I realize that this initiative can apply in a part to the fact of my school In addition, the assistance of professional English Education Department, attending special classes, by researching, studying some documents related to the issue After a period of efforts to search, learn, use and invest in some specific lessons I've drawn some experiences to improve this period effectively at the beginning of the school year
Knowing that speaking skill is relatively difficult to teach students in rural areas, teachers need to find the best, most appropriate ways for students to feel more excited about learning For that reason, in the process of teaching speaking skills, I also have a lot of thoughts, applications, and experiences to develop and improve this skill for students, trying to figure out the method Teach the best speaking skills to yourself and help students understand the importance of the subject, to be more interested in the subject I have boldly selected writing experience initiativesSo in this article, I would like to present the theme:
Experiences in guiding graders 8th participate in practicing speaking skill according to the specific topic in English 8 pilot program semester 1st actively and effectively I hope the reality of my work will help Ss to be more active in
learning, accumulated knowledge, skills and create a lively atmosphere in the school, improve learning outcomes subjects I look forward to sharing, commenting and contributing ideas to my Experience Initiative excellently form
my friends, my colleagues and the readers, my friends
1.2 PURPOSE OF THE STUDY:
The study, using innovative approaches to teaching transplant program details
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Trang 3Speak in English eight pilot program to:
+ Help teachers design and organize a lesson, how to practice speaking effectively
+ Help the student's mind smoothing, comfortable, with passion, excitement with every lesson
+ Find out the methodology of guiding students to train optimally applied to each class, each form of instruction to improve student self-learning in particular improve the quality of students' learning in general for English subject
+ Help teachers factual basis to identify the strengths and weaknesses of his/ her self-improvement training activities, striving to continuously improve the quality and effectiveness of teaching
Thereby, the exchange of experiences with colleagues, and finding better methods for teaching "Speak "
1.3 Researched participants:
- In this topic, I study the basic solutions after basic application for students
in grade 8, Quang Long Secondary school, the medium students - the majority of subjects
- The use of effective tricks in teaching speech
- Create maximum communication opportunities for students
1.4 Ways to conduct the theme:
- My real teaching at my school
- Study communication materials on Communicative approach
- Survey of students' English speaking practice
- Apply the solutions to the teaching practice in their unit
2 RESEARCH CONTENTS
2.1 The theoretical problem of size
The goal of teaching speaking skills is communicative efficiency Learners should be able to make themselves understood
Based on the characteristics required of the general language courses, English in particular, the communication perspective is unique perspective of foreign language teaching in schools Teaching this subject is essentially communicative competence training in the forms Listening Speaking Reading -Writing It requires the environments with diversing situations This environment
is mainly due to the teachers to create a lot of new forms
Based on the objectives of education, is focused on promoting a positive, dynamic and creative students, to establish the capacity of identifying and solving problems for students
Based on the method of teaching the subject in general language skills and speaking skills in particular must comply with several things:
+ Strengthening the role of the student, the student is no longer a passive acquisition of linguistic knowledge that must be actively involved in activities to practice the language
+ Minimize time teacher said in class, increase the time that uses language for sts + Teach elicitation method: Teachers only inspire and lead students to find
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+ Promote all available knowledge about the culture, society and language of students in language training
+ Have a positive attitude to the students' language errors, and accept them as an essential part of the process of language learning, helping students to learn from the errors of themselves and their friends’
+ Do not just pay attention to the final product of the exercise, but also pay attention to both the practice and methods of training students
+ Promote self-learning capacity, lifelong learning in the age of information explosion, enhance individual learning to cooperate and coordinate
The method is a content and soul in motion Need to do simple activities[2].
To avoid heavy learning, stress, effect health, excitement and confidence in the students' learning Creating favorable conditions for students to promote positive, proactive in acquiring lectures, mobilize every student work, assess the ability to work as a result of each student No need for machinery that can organize, design object lesson under a flexible and lithe
On this basis, the teachers themselves must develop a plan of school activities, homework system, organization foreword operation, the operating instructions for students to dominate the academic content, proactively reach items objective knowledge, skills, attitudes, at the request of lessons through various forms of exercise, rich, attractive fit specific lessons, with characteristics and student performance, with specific conditions of class, school, district
In conclusion, to help students develop communicative efficiency in
speaking, instructors can use a balanced activities approach that combines
language input, structured output, and communicative output
2 2.The state of research issues:
a Advantages
Although there are objective conditions and subjective influence directly in the teaching process, but we have to know ahead overcome the difficulties ahead, gradually improving the quality of teaching hours in order to meet the objectives, the new textbooks
* The Teachers
- Initially approach uses relatively good teaching special techniques,techniques of teaching listening and speaking
- Already familiar with the way of the initiative and organize a second transplant skills lessons
- Coordinate quite flexible teaching techniques
- Using the operating equipment of modern teaching to service process of teaching
* The students:
- Students are getting used to this class.( picture 1)
- Some students have formed skills, academic skills
b Limitations/ weaknesses
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Trang 5*Teachers: Valve and some teachers face some difficulties in implementing
certain actions, technical training, in the selection of appropriate techniques for each lesson, each stage of the lesson, and concerns use or use less proficient teaching materials
*Students:
- speaking English is limitted
- Some children are afraid of speaking in English, trigger fear of making mistakes
- Students who are new to reading speed, speaking of the native poeple
c Specific investigations:
Right from the beginning of the school year, I was driven to my plan and specific methods to actively investigate the situation of my students’learning to teach I have set up surveys with content and I will present the results later
2.3 The state of teaching "speaking skill" in an English class 8 in Quang Long Junior High School.
We - the teaching staff of English subjects must boldly look directly at the weak English-speaking realities of students at the junior high school Most of the students in my school in particular and in schools in the district generally can not communicate in English This must be taken care of by teachers as well as educational administrators Through the unit survey to identify factors that interfere with the student's ability to communicate in English:
* Survey of interest in learning: The fact that through the survey and
exploration of the attitudes of students to speaking classes and excitement of learning 8A and 8B grade students beginning the first semester of the academic year 2017-2018 before applying themes :
QUESTIONNAIRE ( face to face in communication and observation)
1 Are the subjects topics close to you?
2 What topics are boring with you?
3 Are activities appropriate to your level?
4 Do you have any difficulties communicating in English?
5 In class, do you like to work in pairs or groups?
6 Are you sefl- confident to learn to speak English?
7 Do you like to speak in English?
Some suggestions / requests:
* Results of the survey
I with colleagues in the investigation group, We explored objectively, interviewed 48 students directly and also collected the following results:
+ Some topics are not close to the level and the knowledge of the children: 64% + The good news with question 2 is that 48 interviewed children are very interested in the topics of the lessons
+ Activities are not appropriate to their level: 43%
+ 70,8 % have difficulties communicating in English
+ Students are afraid of making mistakes in the speaking process: 79%
+ Students may not understand what to do in the speaking activities: 38,7%
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Trang 6Morever, through observing students'participating in practicing speaking English
in the lesons, some students say more than other students Students have the habit
of writing on paper without speaking In addition, certain limitations in the application of methods and skills to teach classes in specific lessons in a long-term also affect the ability of students While at lower secondary level, studying English as a Second Language is often considered as a junior high school 10th grade exam rather than an important mean of communication This misconception of teachers and students needs to be changed
Through the analysis above we see that most children with a love of the subject, preferring to dominate the knowledge and desire to express their own language, but the capital they need to be led cleverly, scientificly from teachers
* Learning Outcomes
Quality survey results at the beginning of the school year before applying,
it reflects problems in the situation of students, with assessment and its own specialized professional group Thus, not only in quality but almost every lesson overall quality is not high Specifically:
In summary, the survey of two contents in order to determine the factors that hinder the ability to communicate, ability to grasp the language of students, redefine the original reason I summarize some hard following main problems:
About students:
- Some lessons have distinct language training contents
- Many activities are incompatible with the specific qualifications of students Opportunities speak limited English
- Students have the habit of writing down on paper without saying
- Students fear of making mistakes in the procedures that (fear not pronounce certain words, afraid to say the wrong question )
- Students may not understand what to do in these activities speak
Other difficulties: There are topics given by the teacher not really appeal to
students, vocabulary is not enough to provide for students to express their opinions out.
Furthermore, students who have not really had an English environment on
a regular basis to help them practice and reinforce their skills
The biggest obstacle hindering the development of student skills in English are situated in the main learning styles Too many theoretical courses led to passive students in learning, they gradually become less dynamic and creative That habit of learning has led to a lack of confidence in speaking English
3 THE SOLUTIONS/ PROCEDURES
3.1 The Importance of Developing English Speaking Skills for Grade 8
Students
"Speaking" is one of four important skills in teaching English so that students
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Trang 7are able to practice fast and effective communication Our students are weak in all four skills of listening, speaking, reading and writing Especially the children are afraid to speaking English during school hours due to various reasons such as: embarrassed, reserved, afraid you laugh when you say wrong; Due to the large classes, teachers have little time for each student's skills Having a good speaking practice will help overcome these limitations
Speaking skills help students to have more training in a lesson.Guiding the principle in every hour learning foreign languages: old - new training All new knowledge is gradually elicited from the knowledge learned in the previous lesson which makes students not afraid of new lessons
While learning English, students can learn from each other, correct each other, freely say their own without being afraid of the teacher
On the basis of the theory, the scientific basis of the subject and the actual quality of student learning in my school I did research, and use it to draw some lessons to be followed in speaking effectively Some main activities are that:
3.2 Prepare and arrange the speaking topic
Do not cycle to textbook-like activities because they will make students feel bored and uninterested, not fully explore their ability to explore and be creative in their communication By the easy situation they do not say, then say the difficult situation Therefore, we should guide the students to follow the topics in the textbook, then do it themselves or in the same group to carry out the topics on the dialogue, self-comment in accordance with their ability, then
Repeat at class (maybe each child, each group doing many different things) [3].
By doing this, I realized that they were thinking, exploring and saying everything they need to say They are also excited about the subject, want to have
a new subject sooner and more talkative because they have the opportunity to express themselves and to express themselves
This not only creates conditions for good students to express themselves but also helps all students in the classroom, especially weak, timid, less English-speaking students Because they are better advised by students, prepared at home and practicing well, they are not surprised and confident in speaking and communicating in public
3.3 Form and organization of speaking
This is also the key skill that determines success or failure in communication If the class is not active, few students practice speaking skills, it is unsuccessful If the class is vibrant, not inhibited and many students practice speaking skills then the lesson is considered successful
Therefore, I think we should organize the "Open Classroom" - which can take students out of their familiar position to find the right person or stay in place
for speaking in pairs or group is very good (should not sit)( picture 2,3,4) By
that time, the students will be very comfortable to perform the activity as well as easy "hand dance, dizziness" express the meaning of each sentence to the
listener[4]
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Trang 8In the meantime, if you are afraid of the noise of the class, you will be very passive and psychologically inhibited in order to sit in your familiar place Students can not promote the "vocabulary" they have, by gestures, eyes, and actions, as well as "words" in each language that make the listener understandable Moreover, if they are only told to sit next to them, they will be very bored and not know all the characteristics of each classmate
If so then the class would be very noisy to manage and control?
This is a question many teachers are concerned about especially young teachers But I also boldly say that learning to speak is not afraid of noise in class because
of the "noisy in the control" will make the class become more exciting After we finish the work we ask the students to return to their place or sit down, they follow the "inertia" becomes order Then we can evaluate the comments and
suggestions for the speaking activities that we have set( ( picture 5,6)
During the speech process we should recommend the student as follows
- Speak slowly (always speak slowly)
Because most students think that the faster they speak English, the more likely they are to be native speakers, because most English learners find it difficult to grasp the information they hear when they speak However, the "say
as fast as possible" view is completely wrong Encourage them to try to speak slowly and accurately If students slow down, your tone and tone will become more gentle, whereas your vocal tone will be heavier and more difficult to understand, which is understandable because you will not have enough time time
to form the correct phoneme and intonation Take control of the speaking speed
as well as the basic speaking principle to achieve what you want[5]:.
- Speak loudly enough
This is an important factor in communication Whether we talk to a person, 10 people or a hundred people, we need to talk loud enough so that all the people who are present can listen to us easily If we talk too small, what will happen? Practicing speaking with a suitable volume will give us more confidence and can adjust your volume to suit different spaces and circumstances Do best every day for about 15 to 20 minutes practicing English pronunciation by reading aloud words, sentences, paragraphs in English
- Pronounce all the sounds in words.
As mentioned above, speaking English at a slower pace will give ytime to focus
on the sounds that are in the word Maybe now you can omit the final or mid tone of the word, or the syllables are not stressed in words This does not affect the speaker but makes it difficult for the listener Therefore, it is recommended that students focus on each syllable in the word and not miss any sounds, especially the last syllables of the word such as "s", "ed", "t", "p", etc
- It should use simple structure (Using simple structures)By the way, no one
will notice you using a simple or complex structure to evaluate your abilities and even no one recognizes the level of the structures you are using Be sure to use simple structure and sentence patterns to facilitate communication
- Thoughts in English, should not be translated from Vietnamese.
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Trang 9One of the most serious mistakes is that we tend to "translate" (from mother
tongue into English) before speaking This will immediately create a language barrier For example, when we want to give up an appointment, we will think in mind: "I want to cancel that appointment." Then we translate that into English
We will have problems because we can not remember or know the words
"cancel" and "appointment" to form the sentence "I would like to cancel the appointment" If we think in English, we will not encounter this problem and there are many ways of expressing this situation in English, for example: "I'm sorry I'm not free tomorrow "or" I'm afraid I can not come tomorrow ", etc
- Do not be selfish about your English skills
We must direct them to positive thinking, to be confident that they can master the situation Prepare a source of knowledge so students can speak and reflect in the situations As we know in the 8th grade English test, the skills come from reading skills so this is also a good opportunity for students with basic knowledge to use during their practice However, the teacher must form the language for the children before speaking
I have taught my grade 8 students English as a selective subject since the
beginning of this school year
Especially before each lesson, the teachers need to be prepared basic content must practice to have specific guidelines for students to prepare knowledge needs to be trained for lessons Here are some specific examples:When preparing the content of implementation:
Topic 1: Talk about what they like or dislike about life in the countryside
(mongolian nomadic life)
Period 13: UNIT 2: LIFE IN THE COUNTRYSIDE
At the request of the textbook, students must complete three activities:
Activity 1: Work in pairs Interview your partner to see if he/she likes or dislikes mongolian nomadic life ;
Activity 2: Work in pairs Discuss and find
Activity 3: Report your findings to the class
However, the purpose of this section is that the students talk about what they like
or dislike about life in the countryside (mongolian nomadic life)
To help students practice speaking naturally, they shape what language they need to use For the first time, I let them practice the whole class, and they have
to come up with structures that they can use to talk about what they like or dislike Then, based on the new knowledge gained from reading to practice As explained above, I let the students practice in pairs.( they can move positions,
find their partner to practice) [6].
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Trang 10I (really) like/ enjoy
I adore Tôi (rất) thích
I find very enjoyable Tôi
thấy rất thú vị.
I’m very keen on Tôi rất
thích
I’m interested in Tôi quan
tâm đến
Another good thing is Một
điều/ thứ thú vị nữa là
For example:
A: What do you like about
Mongolian nomadic life?
B:I really like their living
space, so free and close to
nature
- I totally agree with you I also
fancy their living
environment
- Well, I adore horses and I’m
very keen on riding them
I (really) dislike
I (really) hate Tôi (rất) ghét
I can’t stand
I’m not very keen on
I find unpleasant
is something I don’t like
For example:
- What do you dislike about Mongolian nomadic life?
- Oh, I can’t stand their lack of privacy
- Uhm, I find their way of life extremely inconvenient
-Let Ss move from talking about nomadic life to the coutryside in VN
-Ask Ss work in pairs ,discussing which two things they both like and which things they both dislike.They can make a list in order to report the class later
-For more advanced Ss and if time allows , let the whole class listen to each list and discuss what they think about these likes /dislikes
Finally, they help to express themselves when they want to reconcile conversations
Example[7] :
Both of us like/ dislike Cả hai chúng tôi đều thích/ không thích
We both like/ dislike Cả hai chúng tôi đều thích/ không thích
None of us like Không ai trong chúng tôi thích
He/ She likes and so do I Bạn ấy thích và tớ cũng vậy.
He/ She dislikes and neither do I Bạn ấy không thích và tớ cũng vậy.
He/ She likes but I’m not interested in it Bạn ấy thích nhưng tớ thì không.
He/ She dislikes but I find it interesting
The next section for students to play and interview each other
Ex: A: What do you like about Mongolian nomadic life?
B: Both of us like their living space Nick’s very keen on riding
horses but I’m not interested in it
A: What do you dislike about Mongolian nomadic life?
B: Uhm, Elin detests their lack of privacy but I find it interesting
Noticeably, none of us can stand the great inconvenience of having almost no access to education or modern technology
* Both of us love picking fruit in the summer It can be hard work but very satisfying
Suggestion:
Nick:What do you like about Mongolian nomadic life?
Elin:I really like their living space, so free and close to nature! And because they live
in open, wide grasslands, they don’t have to worry about earning money to buy or
hire a house That’s great! Besides, they can move to another place any time they
want It's awesome!
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