Applying some new methods in teaching speaking skill in english 10 at tho xuan IV high school 1

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓATRƯỜNG THPT4 THỌ XUÂN SÁNG KIẾN KINH NGHIỆM APPLYING SOME NEW METHODS IN TEACHING SPEAKING SKILL IN ENGLISH 10 AT THO XUAN IV HIGH SCHOOL Người thực hi

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT4 THỌ XUÂN

SÁNG KIẾN KINH NGHIỆM

APPLYING SOME NEW METHODS IN TEACHING SPEAKING

SKILL IN ENGLISH 10 AT THO XUAN IV HIGH SCHOOL

Người thực hiện: Nguyễn Trọng Thắng

Chức vụ: Giáo viên Đơn vị công tác: Trường THPT4 Thọ Xuân

SKKN thuộc môn: Tiếng Anh

THANH HÓA NĂM 2018

TABLES OF CONTENTS

1.Introduction Page

Reasons for choosing the study……… 2

Aims of the stduy……… 2

Subjects of the study……… 2

Methods of the study……… 2

2 Contents of the study………. 3

2.1 Theoretical background……… 3

2.2 Current status of the problem before applying the study………

2.2.1 Prepare………

2.2.2 Reorganize the class………

3 4 4 2.3 Some measures of organization……… 4

2.3.1 Preparing and arranging the speaking topics……… 4

2.3.2 Forms and ways of organization……… 5

2.3.3 Prepare a source of knowledge for students to make speaking and reflecting on situations……… 7

2.3.4 How to stimulate students to practise speaking skills from the beginning of class until the end of class……… 7

2.3.5 Specific methods for teaching speaking parts 2.3.6 Applying the method in teaching 78 2.4 Effectiveness of the study for educational activities, with myself, the colleagues and the school……… 16

3 Conclusions and recommendations……… 17

3.1 Conclusions……… 17

3.2 Recommendations……… 17

Reference books……… 18

1 INTRODUCTION Reasons for choosing the study:

In recent years the Ministry of Education and Training gave us 7 year-textbooks on English subjects performed synchronously at secondary schools all over the country, to meet the needs of today's new realities Each unit of study was compiled under five basic parts: Part A: Reading; Part B: Speaking; Part C: Listening; Part D: Writing; Section E: Language focus

Through the teaching process, we may find out that in the practice sessions

of design skills training activities are relatively reasonable, clearly help both teachers and students can easily grasp its mission through each specific task in the textbook

However, over the years of teaching, I found that teaching speaking part at

high school has encountered many difficulties and obstacles Students participating

in this class is not natural, and passive This makes lessons become tedious, no depth Usually these classes are taught in a perfunctory, students do not communicate effectively Thus, the practice of language in communication in a large part of students is not much

2017-2018 school year, I myself have tried to learn, to explore ways to more

effectively to teach speaking skill How to create training activities share

knowledge speaking skills classes become simple, practical, easy to remember high communicative is what I always concern and think Therefore, initiatives in this study I want to share with colleagues:

 "Applying some new methods in teaching speaking skill in English 10 at Tho Xuan IV high school".

Aims of the study

This topic was conducted to help students improve speaking ability and confidence to help them communicate, as well as help them to have more interest in the English subject

Subjects of the study

This study will investigate the student's interest in learning English Then set out a number of activities to renew methods in teaching speaking skill in English

10 at Tho Xuan IV high school

Methods of the study

Methods to build the theoretical basis: Learn the reality of the problem then find out the solutions to solve the problem

Methods actual survey, gathering information: Distributing questionnaires learning attitude of students towards subjects in English before performing the subject Then gather information to grasp the spirit of their learning

Statistical methods, data processing: After applying the theme will be the result statistics about the level of student progress to evaluate the success of your project

2 CONTENTS OF THE STUDY

2.1 Theoretical back ground

Vietnam, we are on the path of development and international integration Do That, English is a powerful decision-making tool It is also possible that English is considered a high school subject Teaching and Learning English There are many different and different ways to work, but it includes live action files, academic calculations to help solve problems

However, the ability to hear, speak, read and write, especially the speaking skills of students, is the most difficult when communicating with foreigners Because

communication is a good condition to stimulate learners to use foreign languages effectively However, this speaking skill is sometimes forgotten because we only assess language through knowledge, not knowledge, measured by the ability to use the language So we have to pay a great deal of attention to this skill to equip

students with the ability to communicate confidently and fluently In order to do this, the instructor needs to organize a compelling learning environment to engage more students There are so new students confident enough, more courageous to communicate a certain language later

2.2 Current status of the problem before applying the study

Through the lessons, I found that most of the students are passive, not really

interested in learning This is because the majority of students lack vocabulary, lack

of confidence, and the subject matter in textbooks is dry and unsuitable for

students

When the teacher asks the children to work in groups, they just sit and stand up to talk and push you to the best of the group Therefore, they do not develop the

capacity of students nor create confidence in speaking English to them And very few students are interested in learning to speak

Specifically, at the beginning of the school year, I distributed a questionnaire about the joy when learning the speaking skills of the students in the 2 classes I taught as 10A1 and 10A2 as follows:

And this is the result:

10A1 45 5 (11,1%) 10 (22,2%) 30 (66,7%)

From this point of view, I think it is necessary to innovate the method of teaching speaking skills with various activities in order to promote the speaking skills and activities to a moderate level, not too difficult nor too easy

However, through the speaking skills classes we can also promote the organization

of activities for students to work in groups, pairs, or individuals These activities encourage the I'm more confident, more self-confident and more active while

learning

To do this is a great effort of teachers and pupils

2.2.1 Prepare

       Every plan we put out has to have goals and plans as clear and detailed as

we can achieve So therefore:

- We have to know how to prepare and arrange the topic to suit the capacity and level of the students

- Organized classes in teams, groups

Knowledge must be prepared so that students can speak and reflect in situations

- How to stimulate students to perform speaking practice from the beginning of class until the end of class

+ Students must prepare well vocabulary at home before class

2.2.2 Reorganize the class

- Classroom teachers work in pairs, groups, teams to suit each activity

- Bonus points if individuals, pairs or groups do well to encourage them, creating excitement while learning

2.3 Some measures of organization

2.3.1 Preparing and arranging the speaking topics : Do not stick to the

same activities as textbook topics because they will make students rigid and dry, unable to fully explore and count Creativity in student communication Because of the easy situation they do not speak, how to say difficult situations 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)

By doing this, I realized that they were thinking, exploring and saying everything they need to say They are also very excited in the syllabus, expecting 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 confident, confident in speaking and communicating in public Conditional to express

2.3.2 Forms and ways of organization

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 classroom is rattled, vibrant, uninhibited and many students practice speaking skills then the class is considered successful

Therefore, I think we should organize the "Open Classroom" - which can remove students from their familiar position to find the right person or can stand in place to

do the speaking in pairs Or group is very good (should not sit) 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

In the meantime, if you are afraid of the noise of the classroom and let your

students sit at their familiar places, they will be very passive and psychologically inhibited Therefore students can not promote the "vocabulary" they have, by

gesture, eye contact, action is also "magnetic" in the communication of each

language that makes the listener can understand Moreover, if they are only told to sit next to them, they will be very boring and not know all the characteristics of each classmate

If so then the class will be very noisy hard to manage and control?

This is a question many teachers are concerned about especially young teachers However, I also boldly say that learning to speak is not afraid of noise in the classroom because of the "noisy in control" will make the classroom become more exciting Since after we finished asking the students to return to their seats or sit down, they followed the "inertia" order Then we can evaluate the comments and suggestions for the speaking activities we have set out

Therefore, during the speaking process, we recommend that students:

- Always speak slowly

Because most students believe that speaking English faster will be more like native speakers because most English learners find it difficult to grasp

information when the native speakers speak because they speak quite fast

However, the "say as fast as possible" view is completely wrong Encourage them

to try to speak slowly and accurately If the students slow down, their tone and accent will become lighter, whereas their vocal tone will be heavier and more difficult to understand, which is understandable because they will not There is

enough time to form the correct phoneme and intonation Take control of the

speaking speed as appropriate as the basic principle to achieve what you want

- Speak loudly enough

This is an important factor in communication Because whether you talk to

a person, 10 people or a hundred, you need to talk loud enough so all of the people who are present can listen to you easily If you talk too small, what will happen? Practice speaking with a suitable volume will give you more confidence and can adjust your volume to suit different spaces and circumstances It is best to spend 15

to 20 minutes each day practicing English pronunciation by reading aloud words, sentences, paragraphs in English If students practice regularly every day for 3 months, then your muscles develop appropriately for speaking a new language It is possible to record your voice and hear the words you pronounce wrong People often hate to hear their own voice and tend to avoid hearing their voices However, this is a pretty important practice because in this way you can recognize the

mistakes that you often get

- Pronounce all the sounds in words.

As mentioned above, slow English speaking practice will give you time to focus on the sounds that are in the word Maybe now, you can miss the last or the middle of a 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 is recommended to use a simple grammatical structure:

By the way, no one will notice that you use simple or complex structure to assess your ability and even no one recognizes the level of structures you are using So use simple structure and sentence patterns to facilitate communication

- Thoughts in English, should not be translated from Vietnamese.

One 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 the appointment." Then we translate that sentence into English We will have problems because we may 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 have 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 self-deprecated about your English ability For example: When you

are asked "How is your English?", You should not answer: "Oh, my English is very poor, I should not answer to practice", you should reply: "I love to speak English"

Or "My English is improving" Answers like this will give you a sense of

confidence When you are confident, you will no longer be afraid to speak English

2.3.3 Prepare a source of knowledge for students to make speaking and reflecting on situations in situations: There are many sources of knowledge

that students can collect, but the problem is that they work and accumulate brain? If

we do not guide them, then maybe they will say without purpose So first and foremost, we should make simple sentences, conversations, and simple sentences for students to easily use and excite in speaking Then rely on the sentence patterns, that dialogue to impose on the subject in the textbook to help students surprise

So we have to know how to process the knowledge to suit the taste of students We have to thicken the collection of images and materials related to the topic or new words in the lesson: These pictures we can zoom into a large image or shrink many different shapes to insert a Small paper to give students practice In this way we do not need to spend a lot of time explaining new words that are of interest to our students Because when students look at the pictures, students will not care about new words anymore In the beginning always think of how to

express the pictures properly Since then the psychology of students will not be heavy on vocabulary, so it will stimulate the speaking skills more

2.3.4 How to stimulate students to practice speaking skills from the beginning of class until the end of class? If you are not well prepared for the

lessons, the lessons are often very sporadic and tiring for the learner as well as the instructor Teachers should be prepared logically from the beginning to the end of the session and should not be left with too much "downtime" Because that will distract the student, feel depressed and not excited for speaking

2.3.5 Specific methods for teaching speaking parts:

+ Before speaking ) We can use:

- Matching

- Pre-teach vocabulary

- Open prediction

- Ordering

- Answer the guiding questions (pre- question )

- Games + While speaking) We can use:

- Giving opinions

- Discussing

- Ask and answer

- Matching + After speaking): We can use:

- Interviewing

- Recall/ retell the story or dialoguge

- Role play/ taking a survey

- Discuss the main idea

- Summerising the main points

- Card Deck

2.3.6 Applying the method in teaching

UNIT 8: THE STORY OF MY VILLAGE

Lesson 2: Speaking

I Objectives: By the end of the lesson, students will be able to talk about plans

and their possible results

IV.

Anticipated problems :

- There are some new words

- Students usually know one way to raise plans Teacher can ask them to use different ways to talk

III Teaching aids: Pictures, textbook, tapes, projector.

IV Procedure:

Teacher’s activities Students’ activities

* Warm-up: (3 minutes)

Fill in each gap with one missing letter to make

meaningful words

1 RO-D

2

BRI-G-3 SCH- -L

4 FO-TB-LL GR-UND

5 M-DIC-L C-NT-E

- Asks the fastest one to write the answers on board

- Give the keys

1 ROAD

2 BRIDGE

3 SCHOOL

4 FOOTBALL GROUND

5 MEDICAL CENTRE

I Pre-speaking: ( 3 minutes)

- Shows a picture of Ha Xuyen village

- Students do in groups of three or fours

- Others look at the screen and correct

- Asks students to look at the pictures and suggestion

to talk about Ha Xuyen village

Road/ narrow

School/ small and poor + There/ no bridge/ in Ha Xuyen village.

+ There/ no medical centre/ in Ha Xuyen village.

+ There/ no football ground/ in Ha Xuyen village.

- Raises the question:

What should we do to improve the life in the village?

- Leads in new lesson: Let’s practice talking about the

plans to improve the life in Ha Xuyen village and their

- Discuss in pairs

- Take turns to talk about

Ha Xuyen village

1 The road is narrow.

2 The school is small and poor.

3 There is no bridge in Ha Xuyen village.

4 There is no medical centre in Ha Xuyen village.

5 There is no football ground in Ha Xuyen village.