Luyện tập kỹ năng nói cho học sinh khối 6,7 THCS

All four skills in listening, speaking, reading and writing are considered andcoordinated in the tasks of classroom activities.. One of the four skills that English learners in general a

PRACTICE SPEAKING SKILL FOR STUDENTS

GRADE 6&7

INDEX

THANH HOA DEPARTURE OF EDUCATION AND TRAINING

HAU LOC DISTRICT DEPARTURE OF EDUCATION AND

PRACTICE SPEAKING SKILL FOR STUDENTS

IN GRADE 6&7

INDEX

I Reason selected themes.

II Research objectives.

III Research subjects.

IV Research methodology.

1111

I Theoretical basic

1 End purpose of teaching a foreign language

2-Basic factors directly affecting success of a teaching session

222

II The improvement of voice progress of students in My Loc Junior

III Some active solutions to improve an effective speaking

1 Making lesson plan for a speaking session

2 How to perform:

2.1 Speaking through classroom language:

2.2 Speaking through the practice of grammar structure

55667

IV- Appraisal.

1 For total qulity

2 For total excellent

161717

PART C: CONCLUSION AND PROPOSAL

1 For infrastructure.

2 To upper leader

171818

PART A INTRODUCTION

I REASON SELECTED THEMES

The goal of English is to create and develop a student's basic Englishlanguage skills and intellectual qualities necessary to continue to study or enter aworking life New grade-level English books from the 6th to the 9th grade are,therefore, compiled from the same point of view of the curriculum, which is thepoint of view and emphasizes student-centered learning approaches

All four skills in listening, speaking, reading and writing are considered andcoordinated in the tasks of classroom activities

One of the four skills that English learners in general as well as secondaryschool students in particular have difficulty in learning is speaking

In fact, to learn English, foreign language learners must have a regular, term practice of speaking and speaking in the context of communication Teachingand practicing English speaking skills are not new but difficult for all junior highschool teachers and students According to the old textbook program, there are nolistening lessons Listening to English for junior high school is included in theprogram since students are enrolled in the new program

With this research, I would like to partly help teachers gradually overcome thedifficulties to conduct teaching English more effectively, students actively, activelytake on the acquisition, recognize the knowledge of the lesson

II RESEARCH OBJECTIVES:

By successfully researching the topic, this learning initiative will helpteachers gain the following experience:

- How to organize an effective speaking lesson

- Steps to conduct an effective case

- Instruct students to train themselves to be proficient, fluent in the nextteaching

III RESEARCH SUBJECTS:

The topic revolves around teaching research and practice for students toimprove their spoken skills for students in fine-grained junior high school But thecase study subjects that I have boldly applied to this subject are Grade 6 and Grade 7students

IV RESEARCH METHODOLOGY:

1 Observation method: I researched myself, conducted the class hour - visiting

class of colleagues

2 Method of exchange and discussion: After the time of my colleagues, my

colleagues, my colleagues and I exchange and discuss in order to draw lessons forthe lessons

3 Experimental Method: Teachers conduct teaching tests for specific purposes

requiring specific listening lessons

4 Method of investigation: Teachers ask questions to check and assess the content

of the students

PART B PROBLEM SOLVING

I Theoretical basic

1 End purpose of teaching a foreign language

The purpose of teaching foreign languages is not to provide students withknowledge

of that language, the ultimate purpose of teaching foreign languages is to teachstudents the ability to communicate in that language Students' communication skillsare demonstrated through the following skills: Listening, Speaking, Reading andWriting Student's Speaking Skills are formed through one

The learning and training process in the communication environment Inaddition to studying at the school, students must study and practice themselves in avariety of forms, modes and in a variety of communicative environments

Speaking skill is the ability to use language knowledge for speaking andunderstanding purposes in the language in which they are communicating

2 Basic factors directly affect the effectiveness of a speaking session.

+ Organizing, controlling classes, distributing reasonable time

+ Using proficient means, equipment teaching aids teaching speech

+ Creation of teaching aids suitable for teaching

+ Inspirational, attractive, attractive students

b-The method of teaching speech.

Speech teaching is regulated by the content of a specific period of instruction, inother words, the content of the unit teaches the choice and application of thecombination of teaching methods and techniques Each teaching technique istailored to the specific form of instruction (vocabulary, structure, grammar, andspeaking technique: falling or raising intonation)

c Teaching equipment and supplies for teaching speaking:

- The use of pictorial assisted instruction for foreign language in general and English

in particular is considered as a means of expressing part of the main textbook In alllesson units in the new textbook program, the content of the listening text isrecorded in the cassette tape, while the textbook only records the speaking exercises

To do this, the learner must prepare the vocabulary, structure of the content beforedoing the communication In addition, teaching aids is an active means ofinnovating teaching methods, motivating and motivating learning

- The equipment and techniques needed during the lesson

+ Pictures illustrate lesson contents in textbook

+ Pictures, self-created teachers

For good oral communication, students need to have the necessary skills inlistening comprehension in English.

II The improvement of voice progress of students in My Loc Junior high school

1- General situation

The implementation quality of English teaching and learning is not high due to lowresident's qualification and awereness, poor economy, insufficient andasynchronous facilities

Psychobiology of students: afraid of learning, speaking, making mistakes embarrasswith friends and teachers, some are lazy to study and do homework

2- Current situation

a Current situation of teacher

- Initially, the use of the teaching techniques of speech teaching was relatively good

- Familiar and active with the way to organize a talk lesson

- Coordinate flexible teaching techniques

- Creation of teaching aids in accordance with the content of lessons, so manylessons are becoming lively, attractive and effective

- Using modern teaching equipment to serve the process

teach say: pictures

b Current situation of student

- Students get used to speaking

- Many students speak and recognize the volume, voice, intonation of nativespeakers

- Most students have learned some basic structure and some simple content

- Some students have developed speaking skills, which are much faster in learning

3- Evaluation of the current situation

a- Strong point

In spite of objective conditions directly affecting teaching, we have overcome

immediate difficulties and step by step improved quality of English speaking lesson

so as to meet the aims of textbook curriculum

* Teacher

- Initially access and utilize typical speaking teaching techniques relatively well

- Get familiar with and be active in organizing a speaking lesson sesson

- Coordinate flexibly teaching skills in speaking lesson

- Create many teaching materials in accordance with content of learning lesson;therefore, the sessons become vivid and attractive with high effectiveness

- Utilize and operate modern teaching equipment in reading, such as cassette tape,DVD cassette recorder, video reader and multi-purpose projector.

* Students:

- Gradually get familiar with reading subject ( technique )

- Students are able to speaking before the class and recognize content of the wholespeaking text

- Most of the students are able to speak with simple content and complete tasks andassigned by teacher after speaking in front ò the class

- Some students have gained learning skills and tactics

b- Weak point (Remainings)

* Teacher

It is still difficult for some teachers to implement teaching manipulation andtechnique in speaking lesson as well as to techniques for specific teaching lessonand session They still hesitate to or unskillfuly utilize teaching materials forspeaking lessons, such sample cassettes and demonstrating pictures For otherteachers, investment in lesson preparation is still limited due to private issues Inaddition, they are afraid of creating a noisy, time-consuming and costly teachingsession The instruction of studying at home is not suitable for specific students,which make the teaching session is not effective

* Students

- Students are lack of motivation for English reading comprehension

- Many students do not have much learning and communication opportunities aswell as access to mass media through which they can listen and speak English

- Some hesitate to speak in English or are afraid of making mistakes

- Students are not familiar with English reading and speaking speed in the tape ordisk

- They remain passive habit; during team work they rely on other members

- Words are produced timidly Many students have not found their own Englishlearning method Many others are not interested in reading books

Therefore, in organizing activities, teachers should pay attention to avoid student'snegative responds If this happens, teacher shall promptly correct and encourage aswell as reward students so as to achieve positive respond

- During one English session in class, students of My Loc junior high school arevery active in exploring new knowledge Most of them are ebullient and enthusiastic

in activities; however, this occurs only among good students

c Teaching measures and tools

- Teaching materials for teaching are too few: pictures, radio

- The quality of the tapes is not good

d Specific investigation:

During my teaching process, I have been in charge of grades 6 and 7 Withthe aims of studying the current situation of student's English learning as well asdrawing lesson for myself, right from the beginning of the school-year, I haveoriented a specific plan and method to actively investigate the current situation of

English learning of my students Findings of the investigation indicated that most ofthe students do not soudly remember vocabulary and their communication skills arestill limited To achieve the above-mentioned objectives, students should be trained

all the four skills including: listening, speaking, reading and writting during their

English learning However, English curriculum at secondary school levelconcentrates on the two basic skills only, which are speaking and writting The othertwo skills have not gained much attention; therefore, student's learning performance

is not high

This issue is indicated by learning performance of students in the previousyear and findings of the survey on student quality conducted in some classes interms of English subject early last school-year ( 2014 - 2015 )

Grade

Total

number

of student

III Some active solutions to improve an effective speaking

1 Making lesson plan for a speaking session.

a For teachers:

For a good speaking lesson, the teacher should take the following steps:

- Studying the content of lessons from textbooks, teacher books because oftextbooks and teacher books is an important basis for teachers to plan teaching forthe lesson The textbook research will help teachers organize, teach the rightteaching, focus, time distribution for steps, activities in a scientific way

- Study the purpose of the lesson: The purpose and requirements of the lesson arethe goals that both teachers and students need to achieve after each lesson Forvocabulary lessons, the purpose of the lesson is to help students practice anddevelop their skills: Listening, Speaking, Reading and Writing (in which listeningand speaking skills are essential) After finishing listening to the content of thelesson and starting to make some requests or practice a small structure orconversation

- Select and coordinate teaching techniques in a flexible and appropriate way (based

on the content of lessons, characteristics, capacity of the classroom and the stages in

the process of teaching listening: Pre-listening, While- listening, post-listening) Ateach stage there are teaching techniques with a particular characteristic.

- Good use of teaching aids, tools for teaching:

* Using the clay machine:

Before preparing to teach, prepare good machine, tape and battery

in case the electricity goes out

+ It must be safe to operate

+ Considering the necessity, effectiveness and specific time for each stage

* Using illustrations:

+ Channels in textbooks: One of the strengths of the textbook compiled under thenew program is that many illustrations Getting the most out of textbook pictures tohelp students understand the lesson is important

+ Illustration picture must have a close contact with the content learn

+ Need to plan a reasonable, scientific: Teachers need to plan the activity of thegame, the requirements of each exercise, the pay plan words of students

+ Exchange discussion about teaching methods with colleagues

b For students:

Teachers ask students to prepare well for the next class by:

- Raise the system of open questions about what students are going to learn to havestudents time to think, learn the document

- Ask students to do some exercises related to the content of the lesson

Encourage and encourage students to be confident, active and creative topics,questions related to the unit

2 How to perform:

2.1 Speaking through classroom language:

By innovative method, combining new textbook program Secondarystudents are encouraged to use English as much as possible, depending on the level

of the subject In the classroom, students should be able to communicate in a variety

of forms: Teacher - Whole class, Teacher - Students, Students - Students Theteacher is the person who guides the children to conversations from simplesituations to conversational topics

* Beginning of lesson:

- Good morning How are you?

- What’s the weather like in Thanh hoa today?

- What do you do?

- What are you doing now?

- What do you usually do at recess?

- What do you often do after school?

- Where are you going to spend your holiday next summer vacation?

- Did you have a nice time last weekend ?

- Let’s play a game now, shall we?

- Are you ready?

* Ask for repetition:

- Would you mind repeating…?

- Will you open the door?

- Do you understand that question?

- Could you say it again?

- Yes?/ Pardon?/ What?

* Asking for clarification:

- What is it? Please tell me again

- What do you mean?

- Could you explain more about ?

* Ask for ideas/opinions:

- What do you think about that…(name)?

- Do you have any ideas/opinions?

- How about you?/ What about you?/ And you?

* Checking:

- Is that clear?

- Okay so far?

- Have you got it / that?

In class activities, teachers often need to use the whole English language, sometimesuse Vietnamese or sometimes use both languages

2.2 Speaking through the practice of grammar structure:

At present, many students in grades 8 and 9 have good vocabulary and

grammar but are afraid to speak English during class, without the habit ofcommunicating They are not confident in communicating the greetings, introducingthemselves Therefore, the teachers need to create the environment andopportunities for them to communicate and practice listening and speaking skillsfrom grade 6

In order to create a conducive environment for students to communicate, I acted

as a facilitator and facilitator in the flexible teaching process combined with avariety of activities during the teaching hours to help the student's thinking They

develop, and from there they will participate actively in the practice So they willconfidently communicate, passion for learning this subject.

And here are some examples of practice on the classs:

Survey : English 7 Unit 1 Lesson 5 : B 4,5 – 7

S1: What’s your name? S2: My name’s ……

S1: Where do you live? S2: I live in/ on/ at ………

S1: How far is it from your house to school? S2: It’s (about)…………

S1: How do you go to school? S2: I go to school by ………

Noughts and Crosses: Tiếng Anh 7 Unit 2 Lesson 2 : A 4-5

1) We / meet / in the street 2) They / meet / 7 o’clock 3) He / see / a film

4) We / go / bike 5) Hoa / buy / flowers 6) They / be back / 8.307) She / leave / 5 p.m 8) Nga / eat / cakes 9) Phong / call Lan / after 6

Dialogue 1: A: Where will we meet?

B: We will meet in the street

Dialogue 2: A: What time will they meet?

B: They will meet at 7 o’clock

Dialogue 3: A: What will he see?

B: He will see a film

Dialogue 4: A: How will we go?

B We will go by bike

Picture drill: English 7: Unit 4 - Lesson 1 (A 1-2)

Talk about Lan’s schedule