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CONTENTS I. INTRODUCTION………………………………………………….. 1 1. Reasons for choosing the study………………………………………… 1 2. Objectives of the study…………………………………………………. . 1 3. Subjects of the study…………………………………………………… ..2 4. Methodologies…………………………………………………………… 2 II. CONTENTS………………………………………………………….2 1. The theoretical basis ……………………………………………………...2 2. The reality of the study………………………………………………….. .3 3. Solutions……………………………………………………………… .. 3 3.1. The solution to solve the problem………………………………… …. 3 3.1.1. Using pictures in Warmup parts……………………………… ….. 4 3.1.2. Using pictures in Prespeaking parts………………………… ……. 4 3.1.3. Using pictures in Whilespeaking parts…………………… ………. 5 3.1.4. Using pictures in Postspeaking parts………………… …………10 3.2. The results in researching the reality…………………………………..13 III. CONCLUSION………………………………………………………....15 1. Conclusion……………………………………………………………….15 2. Recommendation……………………………………………………...…15 IV. REFERENCES………………………………………………………….17 I. INTRODUCTION 1. Reasons for choosing the study Along with the process of globalization, English is increasingly asserting its importance worldwide. Speaking English fluently brings the learners many opportunities in study and work. According to statistics from Wikipedia, more than 400 million people use English as the native language and more than 1 billion people use it as a second language. In Vietnam, English is considered as an official subject in schools of education system. Moreover, English is always compulsory subjects for the high school. In the process of teaching and learning English, the four language skills (listening, speaking, reading, and writing) are simultaneously performed. However, to communicate with other people who speak English as native speakers, learners have to pay attention to speaking skills.

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT CẨM THỦY 2

SÁNG KIẾN KINH NGHIỆM

IMPROVING SPEAKING SKILLS FOR GRADE 11 IN CAM THUY 2

HIGH SCHOOL THROUGH USING PICTURES

Người thực hiện: Nguyễn Thị Luyến Chức vụ: Giáo viên

SKKN thuộc môn: Tiếng Anh

THANH HOÁ NĂM 2016

I INTRODUCTION……… 1

1 Reasons for choosing the study……… 1

2 Objectives of the study……… 1

3 Subjects of the study……… 2

4 Methodologies……… 2

II CONTENTS……….2

1 The theoretical basis ……… 2

2 The reality of the study……… 3

3 Solutions……… 3

3.1 The solution to solve the problem……… … 3

3.1.1 Using pictures in Warm-up parts……… … 4

3.1.2 Using pictures in Pre-speaking parts……… …… 4

3.1.3 Using pictures in While-speaking parts……… ……… 5

3.1.4 Using pictures in Post-speaking parts……… …………10

3.2 The results in researching the reality……… 13

III CONCLUSION……… 15

1 Conclusion……….15

2 Recommendation……… …15

IV REFERENCES……….17

I INTRODUCTION

1 Reasons for choosing the study

Along with the process of globalization, English is increasingly asserting itsimportance worldwide Speaking English fluently brings the learners manyopportunities in study and work According to statistics from Wikipedia, morethan 400 million people use English as the native language and more than 1billion people use it as a second language In Vietnam, English is considered as

an official subject in schools of education system Moreover, English is alwayscompulsory subjects for the high school In the process of teaching and learningEnglish, the four language skills (listening, speaking, reading, and writing) aresimultaneously performed However, to communicate with other people whospeak English as native speakers, learners have to pay attention to speakingskills

Worked as a teacher of English for five years, I realized that students canunderstand grammar, reading comprehension, writing skill very quickly butthey are still limited in speaking skills They have many difficulties in findingwords in context, reluctant ideas I encourage them to develop their speakingskills by using some techniques such as playing games, organizing groups’activities and a small number of other activities One of the useful methods Iuse to teach speaking skill is using pictures

Therefore, I am writing this article with the topic "Improving speaking skills for grade 11 in Cam Thuy 2 high school through using pictures"

2 Objectives of the study

This study had

- To study the students’ attitude towards teaching English speaking skills usingthe pictures

- To improve students’ speaking skills

Students in class 11C (grade 11) in Cam Thuy 2 High School of the school year2015-2016

1 The theoretical basis

As we all know, English is a common language and is used internationally;People use it in work, study and entertainment According to statistics fromDecember 24th, 2013 of the General Statistics Office, there are more than 7.5million foreign people who visited and worked in Vietnam, reached 10.6% withcomparison to 2012 Along with implementing the project of developinglanguage in schools in the national education system in accordance withDecision 1400 / QD-TTg of the Prime Minister, are training a large number ofpeople that have good abilities

From the basis of language schemes in 2020 were evaluated ,after graduatinghigh school degree, students must have foreign language skills according to theskills acquired B1 (level 3

2 The reality of the study

Cam Thuy 2 High school is located in remote areas of Thanh Hoa province.Students have difficulties of all aspects, especially in access to foreignlanguages That led to their foreign learning capacity is still weak

The teaching of English faces many difficulties:

- English is not the mother tongue

- Students haven’t got basic knowledge

- Students are not interested in studying English

- Students think that English is too difficult for them to learn,

- Teaching Methods’ teachers are not attractive

- Number of students in each classroom are overcrowding (36-48) andunclassified

- Shortage of teaching equipment

- Parents are not aware of the necessity of English courses

As stated above, the teaching of English meets a lot of difficulties at Cam Thuyhigh school, especially speaking lessons Students are not really flexible tothink of the ideas Moreover, some good students who have got beautiful ideasare lack of the relevant vocabularies to express

3 Solutions

3.1 The solution to solve the problem

In this topic I have just focused on using measures "Improving speaking skills

through the use of pictures in teaching Speaking lessons" However, this

measure is used in different parts of lessons and applications as well as differenteffects in each lesson Specifically I have used in the following sections:

3.1.1 Using pictures in Warm-up parts

Warm-up section is an introduction to each lesson, each teacher has differentways to start their lessons and most of the activities in this section are related tothe topic of the lesson or the title of each unit There are many games inWarm-up such as Kim's game, noughts and crosses, Crossword, Magic hat /wheel, Matching, Guessing, Answering the questions, etc In the games andactivities, each teacher are tailoring to fit the objectives of his lesson I alwayschange the activities and games to attract students

Here are some samples I have designed:

Unit 3: A Party

In Warm-up, teacher ask students to talk about a party we give students thepictures about the party we can design a lot of games for the Warm-up using alot of pictures related to the unit

KIM’S GAME

Rule: Look at six pictures in 1 minute and try to remember the names of the

parties mentioned After that, the representative of each group will go to the black board and write down all the names you can remember Which group has more correct answers will be the winner.

- T divides class into 2 groups A and B

- T gives the rule and checks Ss’ understanding

- T shows pictures in 1 minute

- T calls the representatives of 2 groups to go the BB and write the answers

- T checks the answers with the whole class

- T declares the winner

Suggested answers:

1 A birthday party 4 A wedding party

2 A celebration 5 A wedding anniversary

3 A thanksgiving party 6 A valentine’s day

Unit 4: Volunteer work

MATCHING

Rule: There are six pictures Your duty is choosing the definition in the box for

each picture

children

- T divides class into 2 groups A and B and asks them to choose thedefinitions for the pictures

- T calls on 2 Ss of 2 groups to write the answers on the BB

- Give comment and lead in the lesson

3.1.2 Using pictures in the Pre-Speaking

This was not a central part of the lesson, but the lesson is very important Withthis section teachers will give students vocabulary (new words / vocabulary) inthe post (if any) and provide structures , knowledge of the unit for students touse as well as making models (samples) for students rely on.

Similarly WAM-up section, these images are also used in activities such asteaching new words or brainstorming, matching, prediction activities, etc.Particularly, the images will be used to help students understand the situation orsentences in context without translating into the Vietnamese

The following examples of some activities have been designed:

Unit 4: Volunteer Work

Content of this lesson is to ask students questions and answers about thevolunteer work that they have joined I ask students to view photos and answerthe questions given by the teacher

• Checking vocabulary: Slap the board

* Answering the questions basing on the pictures:

1.Who can you see in the pictures?

2 What kinds of volunteer work are they taking part in?

3 What exactly are the volunteers doing?

4 Can you describe their feeling by guessing?

Suggested answers:

1 I see the old,the handicapped/disabled, people in mountainous area (ethnicpeople) and the volunteers

2 Picture 1: They are taking part in helping the old/ the aged

Picture 2: They are helping the handicapped/disabled

Picture 3: They are helping people in mountainous areas (helping ethnicpeople)

Picture 4: Maybe they are helping the poor or the sick

3 Picture 1: Maybe they are giving the old money, clothes and care for themPicture 2: Maybe they are taking them to some places of interest

Picture 3: Maybe they are giving them care, clothes, food and playing withthem

Picture 4: They are building houses or bathroom for them

4.Look at their face, I guess that they are very happy and proud of their work

Unit 7: World population

The content of this lesson is to ask students to talk about the causes,consequences and measures to solve the problem of overpopulation To lead inthe lesson, I have used the images of brainstorming activities to help studentslearn and visualize the reality of the consequences of population explosionthrough images

Brainstorming: Look at the pictures and tell me the consequences of

overpopulation

Also by the method described contend with two key questions:

What can you see in the pictures?

What does each picture tell you?

I ask students to discuss with each other and give the English name of theconsequences

- T asks Ss to look at the pictures and call out the English meanings of thesepictures

Suggested answers:

1 not having enough food (famine)

2 low living standard

3 lacking of schools

4 too crowded (unemployed/ social evils…)

5 poor living conditions

6 lacking of hospitals

3.1.3 Using pictures in the While-speaking

In this stage, the focus of all the student and stage plays a key role in theoperation Students do not find relevant words or do not know how to speak aswell as abuse of the mother tongue are problems so I used the integrated image

in this section Activities which have often used are working in pairs or groups

to discuss the contents of the pictures

Here are some examples:

Unit 3: A Party

Task 3: Work in groups You are take part in a competition to organize the best

party Questions and pictures below may be useful for you

-T moves around and asks sts to have answers

-T can ask and answer together

*Make questions:

+ budget: How much do you spend for your party? Where is your budget

from?

Example: Save money or ask parents for some money

+ date and time: When do you organize your party?

+ who to invite: Who have been invited to the party? How many people do you

invite to the party?

+place:Where do you organize your party?

+ Formal/informal: What kind of clothes do you dress at the party?

+ decoration: How do you decorate your party?

+ entertainment: What activities will take place?

+ food and drink: What food and drink will be served?

- T devices class into group of 4

- T asks each group to prepare the ideas of a party by answering those abovequestions

- T goes around to control and help them

i Using pictures in the Post-speaking This section is usually part to train more skilled teachers tell students orassociated with other skills or skills integrated method for students to play somegames to reinforce the lesson In each different activity it has a different designand can also use the image related to the lesson for the students to discussindividually or in groups and then presented to the class.

Example:

Students talk about the causes, consequences and measures to tackle theproblem of population explosion The teacher asks students to work in fourgroups, each assigned to one of 4 paintings after and requires that depictpaintings Then the teachers called each appoint a representative in his groupstood up and presented to the class.

Teachers make a model

As we can see, the Earth looks like an old man He is carrying a lot of people on his head and both his arms Look at his face, I’m sure that he feels very tired.Maybe she can’t have enough energy to bring all the population in the future.

Thus to describe the image above students will use their knowledge further part

in the previous period to enrich for his speech Moreover, these images is aboutoverpopulation problem which is humorous so it makes students excited to talk

to each other

In this part, teacher can design some small games to help students master thelesson such as Lucky numbers, Matching, Ring the golden bell and in thatgame we used integrated pictures in that games

3.2 The results in researching the reality

Through a number of lessons in class 11C may use the images in the work, Ifind that the students are very curious and interested in the pictures and moreactive in class They take the time to think vocabulary as well as to exchangeideas with each other, the atmosphere is more relaxed than school

Through discussions with a number of students in the class of the effectiveness

of this measure is the children answered as follows:

Nguyen Thi Thu, class president: "I saw the image she used in class is verysignificant, it helps us with lessons accessible and understandable all over.Moreover, thanks to the image she made, we were more easy to say "

Pham Ba Binh, students with the highest English language arts, said: "althoughthe highest point you tell the truth to her class but so far I fear the most is tospeak English, you can not pronounce correctly and no many ideas to say Sinceher announcement 15 minutes 1 post checks say, I'm very scared However inthe learning process, in addition to the instructions in the textbooks, she usesmore realistic images so it makes me more excited to talk more, together withyou, I have gradually hone the skill to say his reflection before the surprise ofher questions "

Pham Ba Hoang, deputy class, one of the weaker students learn best Englishsubject replied: "I learned so bad in English, including grammar and vocabulary

to skills But when she used the image of the lessons to help you more thic this

subject Thanks to the image, you remember vocabulary more easily, in themore say you join your work with more than 10 grade year "

Thus through the consultation of a number of students in the class, I felt veryhappy to receive positive feedback from students And I also found themselvesmore boldly when they speak Although not yet overcome all difficulties inteaching all speak English, but a somewhat eased longstanding burden of aforeign language teacher like me My students were excited and eager to learnmore involved in more activities

III CONCLUSION

We all know that English is the most widely spoken languages in the world, andtoday it is used as an international language In the current trend of integration,English occupies an important position Therefore, education of our country hastaken to teaching English in schools as a compulsory subject in order to create asolid foundation for future students But for good people, the compulsoryschool school teachers must also find appropriate methods to communicate.Through this article, I have shared my teaching experience over the years I alsohope that with this small experience will help my students develop skillsincreasingly talking more and more confidence to continue on the path toconquer his knowledge Also through this experience, I hope that colleagueswill help those struggling teachers in teaching high school English speakers canfind a way to remove yourself

1 Conclusion

As stated in Section 2.2 specifically, in this article I use the method of takingpictures through a number of activities in order to raise Speaking lessons saycaao skills for students The use of images is done in the following sections:

- Use images in the Warm-up

- Use images in the Pre-speaking

- Use images in the While-speaking

- Use pictures in the Post-speaking