Luận văn a study on technique to improve speaking skill for secondary student in quang ninh

Main finding and dis CHAPTER 3: SOME SUGGESTED TECHNIQUES TO IMPROVE SPEAKING SKILL FOR SECONDARY STUDENTS IN QUANG TH Make a carclul choi¢e of topic and lask lo simulate interest, 4g 1

- BỘ GIÁO DỤC VÀ ĐÀO TẠO | TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG

ISO 9001 : 2008

KHÓA LUẬN TÓT NGHIỆP

NGÀNH: NGOẠI NGỮ

HAI PHONG — 2012

HAIPHONG PRIVATE UNIVESIT

FOREIGN LANGUAGES DEPARTMENT

GRADUATION PAPER

ASTUDY ON TECHNIQUE TO IMPROVE SPEAKING

SKILL FOR SECONDARY STUDENT IN QUANG NINIT

_ BỘ GIÁO DỤC VÀ ĐẢO TẠO _“

TRUONG ĐẠI HỌC DAN LẬP HẢI PHÒNG

Nhiệm vụ đề tài

1 Nội dung vả các yêu cầu cần giải quyết trong nhiệm vụ để tài tốt nghiệp

{ về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ)

2 Các số liệu cần thiết để thiết kế, tỉnh toán

3 Địa điểm thực tập

Người hưởng thứ hai:

THọ và tên:

Học hàm, học vị:

Nội dung hướng dẫn

Tổ tài tốt nghiệp được giao ngảy tháng năm 20

Yêu oầu phải hoàn thành xong trước ngày tháng năm 20

Idi Phòng, ngày

HIEU TRUONG

G5.T5.NGUY Trần Hữa Nghị

PHÄN NHẬN XÉT TÓM TẮT CỦA CÁN BỌ HƯỚNG DẪN

1 Tỉnh thần thái độ của sinh viên trong quá trình làm để tài tốt nghiệp:

2 Dánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ D.T T.N trên các mặt lý luận, thực tiền, tính toán giá trị

NHẬN XÉT ĐÁNHI GIÁ

CUA NGUOI CHAM PHAN BIEN DE TAI TOT NGHIEP

1 Đánh giá chất lượng để tải tắt nghiệp về oác mặt thu thập và phân tích tài

liệu, số liệu ban đầu, giá trị lí luận và thực tiễn của để tài

2 Cho điểm của người chấm phản biện

(Piém ghỉ bằng số và chit)

Ngày tháng năm 20

Người chấm phản biện

KNOWLEDGEMEXNT

During the process of completing graduation paper, I have received

warily help from my supervisor, lcachers and studenis of Cam Son

Secondary School, family and friends

First of all, 1 would like to show my deep gratitude to Mrs Nguyen ‘Lhi Thuy Thu who directly guides me Thanks to her useful advises and detailed

comments in the preparation as well as the correction, Besides she always

supported and created favorable conditions for me to complete perfectly this

gradualion paper

Secondly, I wauld like to send my sincere thank to the headmaster of

Cam Son Secondary School or giving a chance to lalk and cxchangc idcal

with teachers and students I also send my special thanks to all English

loachers at school in goneral and Mrs Nguyon Thi Khuyen in particular for

contributing her ideals and experiments to help me enrich my thesis and limited knowledge in time of real survey at school

Thirdly, I would like to express my deepest appreciation to my family

especial my parents who always take care of me and empowered me to

complete this thesis

Lastly, | warmly thank to all my friends for thei directly help and

encouragement with source materials in writing process

Iai Phong, December, 2012

Student

Pham Thi IIuyen IIuong

TT Aims of the study 2

IIL Scope of the study

IV Method of the study

V Comments on the survey questionnaires

V1 Comments on informants

E2 Comments on the survey questionnaires

V.2.1 Purpose of the survey questionnair

2.Design of survey questionnaires

CHAPTER 1: THEORETICAL BACKGROUND

I Understanding speaking skill

(1 What is speaking?

12 What is speaking skill?

13 Relationship hetween speaking and three other skills

13.1 Relationship between speaking and listening

1.3 2.Relationship between speaking and reading

I, Teaching speaking skill

IL1.The important roles of teaching speaking skill

1L2.What makœs ä succcss[ul spcaking skill lossom 12 112.1 Teachetˆs role

1.2.9.3 Creative or free communication

11.3 Difficulties that teachers face while teaching speaking skill 18

TIL3 While- speaking - - 27

THỊ,3.1 Chận siories wee - oe BB

CHAPTER 2: DATA COLECTIONS AND ANALXSIS

I Brief introduction of Cam Son Secondary School in Quang Ninh 34

1.1 English teaching staffs " sed

1.2 The siudents - wee 35

1.3 English learning and teaching condition

14 Official textbook

II Data collections and anaysis

IL1 The role of teacher in speaking lesson cece BT

TL.4 The difficultics that teacher face while teaching 40

15 Teachers opinion in organizing English speaking grơupwoEk ]

116 Tcacher`s opinion about applying [ree talk in speaking lesson 41

IL7 Teacher’s opinion on using speaking acitivities to encourage students to speak

TI Main finding and dis

CHAPTER 3: SOME SUGGESTED TECHNIQUES TO IMPROVE

SPEAKING SKILL FOR SECONDARY STUDENTS IN QUANG

TH Make a carclul choi¢e of topic and lask lo simulate interest, 4g

1V Give some instruction or traming in discussion skills sities O

IV.3 Telephone conversations

V Keep sludents spcaking the target language 3

V1 Preparing to keep students speaking the target languag

VI.3 Make speaking activities communicative

VIL4 Plan speaking activities carefully

PART TIT: CONCLUSION

PART I: INTRODUCTION

I Rationale

A great number of non- English as well as native English speaker use

English as an important medium of international communication is every part

of the world English is no longer the language used solely in English speaking countries; rather it is intemationally used As the English language

has become an essential [actor in strengthening Wade and travcl in many

countries, the necessity of knowing and using this communication through

modem technology and media communication devices such as mobile

telephone, electronic mail and the Internct Undoubtedly, people around the

world need English as the main medium of their communication via devices

For this reason, speaking is an important skill for the people who are

learning English because in verbal communication we cannot communicate

with each other without understanding them ‘lherefore teaching and learning English are very important and necessary because mastering English seems to

be one of the best and the shorlest ways for us lo have a great deal of

opportunities to reach the success of life As for Vietnamese students, especially the secondary students have many difficulties in learning and

practicing Fnglish speaking skill They also fall into confusion when speaking

English because of their lack of professional knowledge, confidence and

surely good learning methods

The goal of tcaching speaking surely, is to improve the oral production

of the student Students should be able to make themselves understood, using

their current proficiency to the fullest They should try to avoid confusion in

the message duc 19 faulty pronunciation, grammar, or vocabulary, and to

observe the social and cultural rules that apply in each communication situation Speaking well also helps students to access up — to — date

information im ficlds including svicnes, technology and hoaNh Good English speakers will be in a strong position to help their country’s economic, social

and political development So by learning to speak English well, students are

able to gain a valuable skill which can be usctul for their carcer and contnibute

to their communication and country

All these above reasons have inspired the writer to do research on speaking skill and as a result, a research title goes as: “A study on technique

to improve spcaking skill for Secondary student in Quang Ninh”

IL Aims of the study

My study is armed at:

- Outlining the definitions of speaking skill and the characteristics of’

teaching speaking skill, the difficulties teachers cope with when teaching speaking skill

- Pointing out some techniques which can be used to teach speaking

skills for Secondary students in Quang Ninh

- Implementing the survey questionnairs to the teachers at Cam Son

Secondary school to explore the real situation of teaching English-speaking

skill in Sccondary student in Quang Ninh

- Suggesting somo clicelive aclivilies used to teach speaking to

secondary student at Secondary school to encourage them to speak

THT Scope of the study

IDue to the limitation of time, resources and knowledge of the author, this

study only focuses on giving out the definition of speaking skill and

implementing the survey questionnaire to Lind out difficultics that the teacher

2

face while teaching process, thon suggesting some clfective activities to help teachers encourage students to be active in a speaking lesson

TV.Method of the study

‘his study has been completed in the following methods

- To study from related hooks, documents and websites to collect ta get

background knowledge

- To consult ideas and opinions from my supervisor, peers, teachers at

Cam Son Secondary School in Quang Ninh

- To conduct the survey questionnaires lo the lcachers al Cam Son

Secondary in Quang Ninh with determination to discover their recognition level, learning attitude and the difficulties have existed up to now

‘V Comments on the survey questionnaires

'V,1 Comments on informants

The survey is conducted with twenty teachers at Cam Son Secondary

School in Quang Ninh

V.2 Comments on the survey questionnaires

V.2.1 Purpose of the survey questionnaire

With a view to provide a thorough msight into the real situations of

teaching speaking, survey within the scope of the study is conducted in Cam Son secondary school The major aim of the study is to collect and analyze

data regarding to recognition and the utilization of speaking

‘The survey questionnaires are designed for the following purposes

3

- To dind out the attiludes, thoughts, behaviors of sludent with English

in general and English speaking in particular

- ‘fo check and evaluate ability of student in usimg English for communicating

- To know the difficulty that teacher and student get in teaching and

learning prooess

The findings are served as the cornerstone for the technique suggestion

in the next chapter

Y.2.2, Design of survey questionnaires

‘the survey questionnaires consist of 7 alternative questions designed for teachers to study the reality of teaching speaking skill in Cam Son Secondary

School Teachers were asked to tick the most suitable answers which

correspond with their opinion

¥1.Design of the study

‘the study consists of three main parts: Introduction, Development, and

Conclusion

Part I: Introduction shows the rationale, the aims, the scope, the method,

and design of the study

Part TI: Development includes three chapters

Chapter 1: Literature review aims to answer the questions related to

speaking that introduces the speaking skill and its feature

Chapter 2: “Techniques to umprove speaking skill for Secondary student

in Quang Ninh” reforred Lo the analysis and findings obtain Jrom the survey

questionnaires made to survey teachers of Cam Son Sccondary school This

4

helps examine the real situalion of tcaching speaking and the need of using various activities in speaking lessons

Chapter 3: Some suggested activities to improve secondary student’s speaking skill in Quang Ninh

Part III: Conclusion

uw

PART I: DEVELOPMENT

CHAPTER 1: THEORETICAL BACKGROUND

I Understanding speaking skill

1.1 What is speaking?

Speaking is an interactive process of constructing meaning that involves

producing and receiving and process information (Brown, 1994; Bums &

Joyce, 1997), Its form and meaning are dependent on the context in which it

occurs, including the participants themselves, their collective experiences, the

physical environment, and the purposes [or speaking It is ollon spontancaus,

open-ended, and evolving However, speaking is not always unpredictable

Language {unctions (or pallorns) thal tend lo recur in cerlain discourse

situations (c.g., declining an mvitation or requesting time off from work), can

be identified and charted (Burns &Joyce, 1997) For example, when a

salesperson asks "May I help you?" the expected discourse sequence includes

a statement of need, response to the need, offer of appreciation,

acknowledgement of the appreciation, and a leave-taking exchange Speaking

requires that carers not only know how to produce specific points of

language such as grammar, pronunciation, or vocabulary (linguistic

competence), but also that they understand when, why, and in what ways to

produce language (sociolinguistic competence) Finally, speaking has its own

skills, structures, and conventions different from written language (Burns &

Joyce, 1997, Carer & McCarthy, 1995, Cohen, 1996) A good speaker

synthesizes this array of skills and knowledge to succeed in a given speaking

ach.

1.2 What is speaking skill?

Speaking is the productive skill m the oral mods It, like the other skills,

is more complicated than it seems at first and involves more than just

Interactive speaking situations include face-to-face conversations and

telephone calls, in which we are alternately listening and speaking, and in

which we have a chance to ask for clarification, repetition, cr slower speech from our conversation partner Some speaking situations are partially

interactive, such as when giving a spocch to a live audience, where the

convention is that the audience does not interrupt the speech The speaker nevertheless can see the audience and judge from the expressions on their

faces and body language whether or not he or she is being understood

Some few speaking situations may he totally non-interactive, such as

when recording a speech for a radio broadcast

Here are some of the micro-skills involved in speaking The speaker has

to:

> Pronounce the distinctive sounds of a language clearly enough so that

people can distinguish them ‘lhis includes making tonal distinctions

> Use stress and rhythmic patterns, and intonation pattems of the

Janguage clearly enough so that people can understand what is said

® Use the correct forms of words This may mean, for example, changes

in the tonse, case, or gender.

> Put words together in correct word order

> Use vocabulary appropriately

> Use the register or language variely thal is appropriate lo the

situation and the relationship to the conversation partner

> Make clear to the listener the main sentence constituents, such as

subject, verb, object, by whatever means the language uses

>> Make the main ideas stand out from supporting ideas or information

» Make the discourse hang together so that people can follow what you

are saying

13 Relationship between speaking and three other skills

According to Forseth R and Carol II (199443), speaking related to the following skills

1.3.1 Relationship between speaking and listening

In learming English as a foreign language, the learner cannot develop

speaking skills unless he develops listening skills; to successful conversation,

dhe must understand what is said to him Later on, the abilily to understand the

native speaker in direct conversations, on the radio or tape may be very important for him to further study the language and communicate in it

Besides, listening to spoken Enghsh is an important way of acquiring the

language of “picking up” structures, vocabulary In the Vietnamese situation

where the learners do not have a chance to hear English spoken around them

every day and cannot acquire il casily the teacher needs to give them as much

opportunity to listen to spoken English on tape as possible.

The speaker usually diroots his specch at the listoner, taking the listonor’s

character, intention, attitude, ctc into account when spcaking and often

respond s directly to her reactions, whether verbal or non-verbal, by changing

or adapting tns discourse

1.3.2 Relationship between speaking and reading

Like listening, a receptive skill, reading also has some relations with

speaking in term of developing each other Normally, a speaking lesson

begins by text which students should find some information for their speaking

aclivibes It may be a paragraph, a magazine, a report, and a book this show

that, reading supports speaking by providing necessary information Students

must have cnough information, then, they can use il in speaking production

Therefore, students should be encouraged to read for not only having more information, knowledge but also improving vocabulary

1.3.3 Relationship between speaking and writing

The relationship between speaking and writing, firstly, will look at

factors affecting the choicc between speaking or writing and how these factors affect the style and language used ‘Ihe factors include being face-to-

face, saving face, permanence, interactivity in for amativeness, and context

dependence in which both speaking and writing can be located , rather than

occurring as polar opposites A spoken and written on the same topic will

different in language use relating to grammar, lexis, and style

1.4 Types of speaking

Tn speaking class, according to Brun, A & Joyce, II (1997), students must

be exposed to three kcy items

1.4.1 Form- focused speaking

Form-facused instruction, thal is, attention te detail of pronunciation

grammar, vocabulary, and so forth

When learners begin speaking in another language, their speaking will

need to be based on some form- focused leamming An effective way to start is

to base speaking on some useful, simple memorized phrases and sentences

‘These may be greetings, simple personal description, and simple questions

and answers As their proficiency and experience in the language develop,

most of these sentences and phrases may be ro-analyzed and incorporaled

into the learner’s system of knowledge of the language, language use based

on memorization can be the slarling point lor more creative usc of the

language

1.4.2 Meaning-focused speaking

Meaning-focused instruction, that is, opportunities to produce

meaningful spoken messages with real communicative purposes

In addition to form-focused speaking, language leamers should be

exposed to and given chanccs to practice and usc meaning-focused communication, in which they must both produce and listen to meaningful

oral communication

1.4.3 Fluency focused speaking

Fluency in speaking is the aim of many language learners Signs of

fluency include a reasonably fast speed of speaking and only a small number

of pauses These signs indicate that the speaker does not have to spend a lot of

time searching for the language terms needed to express the message

10

Il Teaching speaking skill

11.1 The important roles of teaching speaking skill

According to Joana I3, Westrup II (2003: 12) Many teachers

worldwide have to teach mainly grammar and vocabulary because these areas

are tested in examinations This means that speaking is a neglected language

skill in many classrooms Students may have a good knowledge of grammar

and a wide vocabulary: they can use this knowledge to pass examinations, but

they find it more difficult to speak English outside the classroom

So why is il important for students to leam to speak English, and for

teachers to Iearn to teach speaking?

Mare and more educators, governments, ministries of education and

employers need people who can speak English well Companies and

organizations want slaff who can speak English in order to communicate

within the international marketplace Students who can speak Knglish well

may have a greater chance of further education, of finding employment and

gaining promotion

Speaking English well also helps students to access up-to-date

information in fields including science, technology and health Good English

speakers will be in a strong position to help their country’s economic, social

and political development So by learning to speak English well, students gain

a valuable skill which can be useful in their lives and contribute to their community and country

There are also very good educational reasons to practice speaking

during a lesson:

% Speaking activities can reinforce the learning of new vocabulary,

grammar or functional language;

11

> Speaking avtivilics gives students the chance lw use the new language they arc Icarning,

> Speaking activities give more advanced students the chance to experiment with the language they already know in different situations

and on diilerent topics

All this helps students to lear English better and success in thew

examunations

(1.2 What makes a successful speaking skill lesson

According to Nguyen Bang and Nguyen Bang Ba Ngoc (2002: 68) a

successful speaking activity is characterized as below:

need to be able to take on such roles as advisors, consultants, co-

communicators, pariners and jomt problem — solvers Thirdly, teachers’

attitudes towards the value of learning strategies is crucial, as this will inform everything that the teacher does and therefore pervade the delivery of the

whole curriculum

The successful teacher may nol be one who merely provides speeilic

learner training task, but rather, one who is aware of the strategy implications

of every language leaming that they give Teachers would then habitually

draw the altcnlion of their Icarners lo develop an awareness of haw they go

about their learning, and seek, through the process of mediation, to gradually give control to their learners

12

TI2.2 Learner?s role

As much as possible of the poriod of time alloticd to the activity is in Lact

occupied by learner talk ‘This may seem obvious, but often most time is taken

up with teacher talk or pauses The learners bring to the task of learning

different characteristics such as age, gender, personalily, motivation, scll-

concept, life experience and cultural background, all of which influence the way in which they go about of learning It is, therefore, over simplistic to

assume that all Icamers will usc or should be taught the cam stratcgics in the

same way What apparent from a constructivist learning, they make their own personal sense of the skills and strategies influences that surround them

A crucial aspect of strategy training is thal learners devclup a sense of personal relevance or personal authenticity Rather than askmg them to use

particular strategies simply because the teacher tells them to, it is more

beneficial to help individuals to discover and develop those that are most

significant and personally relevant to them Within this process, the learner’s

knowledge, in its boarder context of knowledge of the self, feeling and

emotions, personal aims and motivation, will be significant in discovering

personal authenticity in how to learn

{1.2.3 Participant is even

Classroom discussion is not dominated by a minority of talkative

participants, all get a chance to spcak, and contributions are Lairly cvenly

distributed

TI.2.4 Mutivation is high

Learners are eager to speak: because they are interested in the topic and

have something new to say about it, or because they want to contribute to

achioving a task objective

13

11.2.5 Language is of an acceptable level of language accuracy

Leamers cxpress themselves in uticrances thal are relevant, casily

comprehensible to each other, and of an acceptable level of language

accuracy,

Besides, to help students develop communicative efficiency in speaking,

inslruclors can use a balanced aclivilies approach thal combines language

input, structured output, and communicative output

11.2.6, Language input

Coming in the form of teacher talk, listening activities, reading passages,

and the language heard and read outside of class It gives learners the material

they need to begin producing language themsclves Tanguage input may be

content-oriented or form-oriented Content-oriented input focuses on information, whether it is a simple weather report or an extended lecture on an

academic topic Content-oriented input may also inckude descriptions of

learning strategies and examples of their use Torm-oriented input focuses on

ways of using the language: guidance [rom the toacher or another source on

vocabulary, pronunciation, and grammar (linguistic competence), appropriate

things to say in specific contexts (discourse compelence), expectations [or

rate of specch, pause length, tum-laking, and other social aspects of language

‘use (sociolinguistic competence), and explicit instruction in phrases to use to

ask for clarification and repair miscommunication (slrategic competonse) In the presentation part of a lesson, an instructor combines content-oriented and

form-oriented input The amount of input that is actually provided in the

largel language depends on students’ listening proliciency and also on the

situation For students at lower levels, or in situations where a quick

explanation on a grammar topic is needed, an explanation in English may be

more appropriate than onc in the targct language

14

11.2.7 Structured output

In structured oulpul, students may have options for responses, bul all of

the options require them to use the specific form or structure that the teacher has just introduced Structured output is designed to make leamers

comfortable producing specific language items recently introduced,

sometimes in combination with previously leared items Instructors often use structured output exercises as a transition between the presentation stage and

the practice stage of a lesson plan Textbook exercises also often make good

structured output practice activities,

11.2.8 Communicative output

‘The learners' main purpose is to complete a task, such as obtaining

information, developing a travel plan, or creating a video To complete the

task, they may use the language that the instructor has just presented, but they

also may draw on any other vocabulary, grammar, and communication

stralegics that they know In commumeative outpul aclvilies, the critcrion of

success is whether the learner gets the message across Accuracy is not a

consideration unless the lack of it interferes with the message In everyday

communication, spoken exchanges lake place because there is some sorl of

information gap between the participants Communicative output activities

involve a similar real information pap In order to complete the lask, students must reduce or eliminate the information gap In these activities, language is a

tool, not an end in itself In a balanced activities approach, the teacher uses a

varicty of activities from thesc different catcgorics of input and output Learners at all proficiency levels, including beginners, benefit from this

variety; it is more motivating, and it is also more likely to result in effective

language learning

15

11.2.9 Speaking activities should be used ín the classruum

Interaclive activilies can be divided for convenicnve into the following

categories

Controlled activitics

For example: repetition practice of set sentence, prompted by picture or

word cue to improve the accurate use of words, structures and

pronunciation, and ta foster confidence:

- Maiching: Learners arc told to match words with suitable pictures, cards or objects provided by the teacher

- Odd- man- out: Learners are told to pick out a strange word from given group then say or write it out the strange is the new word

The word cat is the newly taught word

- Grouping: Learners are given a list of ten or twenty words to group

into 2 or 3 lopic groups

For example: mother, chair, desk, father, son, board, bench, daughter,

uncle, and niece

- Arrangement: Learners are given some groups of disordered words, each of which is enough for a sentence, to rearrange into correct sentences

then to pronounce them out

- Blank filling: Lcamers are given some sentences with some words

missing (the practiced word), then they have to choose the suitable words

from given group to fill in

- Substitution: Learners are given some delining sentences, cach wilh an

open blank to be substituted with an intended word

16

11.2.9.2 Guided activities

Guided activitics are aimed al giving chances to use the new word in

less and less controlled contexts At the end of this stage, they can use it in speaking

Tor example: model dialogues which the students can change to talk

aboul themselves and to communicate their own needs and ideals: task which

the students carry out using language ( structure and/ or vocabulary } which

has been taught beforehand

- Replacement: Leamers are given some senlences to replace some of

their parts with their own words, keeping them meaningtul

- Longer gap filling or sentences / paragraph completion: ],earners are

given some unfinished sentences or short paragraphs to complete with their

own words, provided that the senlences are meaningful These may be done

with the help of such provided visual aids as picture, cards, drawings, charts,

etc

- Re expression / Paraphrase: Leamers are given some sentences or short

paragraphs with complicated expressions to understand They use their simple

words to re- expressions or paragraph them, causing no changing in

meanings

- Sentence making: Learner can make up their own sentences with given

words, picture, cards, drawing, charts, etc

- Story, toxt, news retelling or summarizing: Lcarners can read or listen

to a story, text, piece of news then they retell or summarize it im their own

words

- Guided description: Learners are given an object, a set of related

pictures or drawing with some suggested questions, then they describe it in an

oral or written paragraph

1?

TI.2.9.3 Creative or free commanicaiion

These activilics are designed lo give cither creative practice

opportunities for predicted language items, or general fluency practice, where the specific language focus is less relevant

The students are given the opportunity to experiment, to see how far

they can communicate in silualions whore all the choices of language used are

made by the people speaking; to practice the fluent use of language they

know

In general, these activities both increase the student molivalion, since

the sludents talk for thomsclves, bridge the gap between the rather artificial

world of the classroom, with its controlled language practice, and the real

world outside

Of course, any siluation the teacher sets up in the classroom for such

experimentation will, to a certain extent, determine the language used

{L.3 Difficulties that teachers face while teaching speaking skill

According to Nguyen Pang ft Nguyen Bang Ba Ngoc (2002: 78), the difficulties that teachers often face with are listed as below:

1.3.1 Large classes

» It's difficult to keep good discipline gomg in a large class

> You have lo provide for more children of different ages and different

abilities, wanting to learn different things at different speeds and in

different ways

> You can't casily give cach child the individual altention they need

> You may not have enough books or teaching and learning aids

18

1I.5.2 Classroom arrangement

The number of students in some classes are aboul 40 -5O students, in

some places this number go up to the hundreds ‘Iherefore, teacher have difficulty with their teaching when the learner noisy, inattentive, badly-

behaved or quite simple out of control, for cxample, lighting in class,

forgetting to do homework, teasing the others, eating chewing gum, sleeping over the lesson and so on These violations of class regulations often trouble

the teacher as he/she has to discontinue his/her teaching to deal with them and

the solution of each violation may take a lot of class time The consequence is that the teacher cannot finish his/her teaching plan These problems are really

troublesome for the teacher

TI.3.3 Reluctance of student

‘The students can get bored very easily, especially when they do not

understand the new language item or skill being taught or when they are not

cared for cnough by the leacher Sometimes, il is impossible or the teacher to

find topics, activities and techniques that keep them all interested When they

lose interest, they ollen become trouble- makers in class These prevent and

distract the others [rom doing their language activities seriously and

smoothly In addition, only few learners who are more proficient and

conlidont dare to take part in the practice aclivilies or rospond to the leacher, the others do not seem to have enough courage and chance to say anything in

class These leamers often keep quiet and will gradually lose their interest in

Icarning English if the teacher docs not have any way to active them to participant in the language activities in class ‘This is really a difficult task for

the teacher.

III Procedure of a spealzing lesson

TIL.1 Warm- up

Warm up strategies for our classroom is an excellant teaching toal! We all know that starting the lesson with a good hook activity sets us up for a

better chance of success For example

Matching: (Tieng Anh 8 Unit? Page 69)

Divide the class in to two groups Match each verb to is past participle

According to Nguyen Bang ft kguyen Bang Ba Ngoc (2002: 72)

1LL2 Pre— spcaking

Decide your aims: what you want to do and why Try to predict what

the sludents will bring lo the activity and any problem they may have Will

they have something to speak about? Are they capable to do the activity

successfully? Do they have the necessary language? Will the students find the

aclivily interesting, usclul, and fun? Work out how long the activities will

take and tailor it to the time available Prepare the materials Work out your

instructions Some activities can be used in this part are listed below:

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1IL2.1 Brainstorming

Ôn a given topic, students can produce ideas in a limited time

Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely The good

characteristic ol brainslorming is 36 that the students are nol criticized for

their ideas so students will be open to sharing new ideas Teacher gives a phrase which is the main topic of the lesson and asks students to find things

related to the given word

Example given : (Tieng Anh 8- Uni š- Page 49)

Teacher gives the phrase “Subjects of school” and then let students 5

minutes to speak as much things as they can think about that phrase

1II.2.2.1 Hang man Game

Teacher thinks of a word and writes down dashes which are the series of letters that make up the word Student guesses relevant letters, and then

teacher has to fill it on the relevant dash If they guess wrong word, teacher

may draw parls of a man hang on a gallows The guess continues until the

word has been found or the hang man drawing has been finished

al

Example given :

Teacher gives students topic on Hang man Teacher writes down 7

dashes which represent 7 levers of the word and suggests Let students guess

the word until they find the word or the drawing it, the hang man is finished

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