EFFECTIVE SKILLS FOR SPEAKING LESSON

Knowing that speaking skills are relatively difficult to teach students inrural areas, teachers need to find the best, most appropriate ways for students tofeel more excited about learni

THANH HOA EDUCATION AND TRAINING DEPARTMENT

NHU XUAN HIGH SCHOOL

CATEGORY Page

INTRODUCTION ……….1

1 Reasoning theme……… 1

1.1 Theoretical base……… 1

1.2 Real base……… 2

2 Objectives of research……… 2

3 Limitation of theme………2

4 Hypothesis of study……… 2

5 Implementation plan……….3

Content 1 Status and contradiction………3

2 Measures to solve problems ……… 4

2.1 Prepare and arrange the topic……….4

2.2 Form and organization of speech……… 4

2.3Prepare a source of knowledge so that students can speak and reflect in situation………7

2.4 How to stimulate students to practice speaking skills from the

beginning of class to the end of class? ……… 7

2.5 Specific steps for speaking……….7

3 Types of exercises used for developing speaking skills ………8 3.1 Yes-no question

3.2 Ask and answer

3.3 Dialogue 9

3.4 Substitution drills

3.5 Chain Drills

3.6 Picture stories

3.9 Mapped dialogue

3.10 Discussion (Discussion for students with relatively high

knowledge)

4 Application effeciency………16CONCLUSION

1 Meaning of theme for work

2 Lesson learned - Development

3 Recomendation

REFERENCES ………20

of view so that they can be applied in a flexible, appropriate and accessible way.effective.

In fact, the majority of students - students often face many obstacles,learning difficulties when talking with foreigners Because communication is agood condition to stimulate learners to use foreign languages effectively.However, this speaking skill is sometimes forgotten because we only evaluatelanguage through knowledge, not knowledge, measured by the ability to use thelanguage So we have to pay a lot of attention to this skill to equip students withthe ability to communicate confidently To do this, the instructor needs toorganize an attractive learning environment to engage more students This is sonew students confident enough, more confident to communicate in a foreignlanguage later

Knowing that speaking skills are relatively difficult to teach students inrural areas, teachers need to find the best, most appropriate ways for students tofeel more excited about learning For the same reason, in teaching speakingskills, I also have a lot of thinking, application and experience to develop and

improve this skill for students Find the best way to teach your speaking skillsand help students understand the importance of the subject, and be moreinterested in the subject I have chosen to write the experience initiative

"EFFECTIVE SKILLS FOR SPEAKING LESSONS "

1.2 REAL BASE

In recent years, the Ministry of Education and Training has had a policy torenovate the content of the textbook for all levels Along with the innovation ofthe textbook content program is the change in a series of forms and teachingmethods To achieve the goals set for each level of education, each teacherstrives to improve his / her learning experience, to constantly learn and improve

in the teaching process

In the process of teaching I have learned some lessons for myself I wouldlike to share with your colleagues to consult and have ideas to help me improve

3 LIMITATIONS OF THE THEME

- This subject is applicable to all students in high school

- Used only for teaching speaking skills in English

- No need to classify students

4 HYPOTHESIS OF STUDY

Speaking skills are one of the key skills in learning any foreign language If

the learner is proficient, fluently this skill will make them very excited and

confident in learning in the immediate and the future Help them overcomepsychological inhibitions when communicating with friends, teachers, strangers

or foreigners, and more especially confident in public speaking whether it isspeaking a foreign language or a language mother tongue

So how do students become proficient in that skill? Is it a gift for eachstudent? Or are students practicing that skill every day to get?

These are questions that have long been asked by linguists andprofessionals to find effective ways to help learners and teachers to accumulateexperience through lessons and practical lessons From these realities,professionals, elite teachers, and early teachers have accumulated a wealth ofexperience in teaching foreign languages and have handed down and rewrittenthem for followers So far, we have learned a lot of techniques that teach onelesson, but those techniques have not kept pace with the changing characteristics

of the subject, the psychology and the aspirations of the students

5 IMPLEMENTATION PLAN

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

we can succeed So that:

- We must prepare and arrange the topic in accordance with the capacity and level of the student

- Teams must be organized in teams

- Knowledge sources must be prepared so that students can practice

speaking and reflecting in situations

- How to stimulate students to practice speaking skills from the beginning

of class until the end of the lesson

CONTENT

1 STATUS AND CONTRADICTION

In rural areas, students only have access to a foreign language from grade

6, so they are still a little surprised when they approach the subject So they donot see the importance of foreign languages should learn to speak through thespeakers Moreover, because of their lack of basic knowledge, they can not keep

up with their lessons so they learn lazy and shy As a result, when the children

go to high school, most students learn very weak language with listening andspeaking skills, so teachers are very hard at teaching these skills to children

2 MEASURES TO SOLVE PROBLEMS

2.1 Prepare and arrange the speaking topic

Do not cling to textbook-like activities because they will make studentsrigid and dry, not fully explore their ability to explore and be creative in theircommunication born By the easy situation they do not say, then say thedifficult 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 thetopics on the dialogue, self-comment in accordance with their ability, thenRepeat at class (maybe each child, each group doing many different things)

By doing this, I realized that they were thinking, exploring and sayingeverything they need to say They are also excited about the subject, wanting tohave a new subject sooner and more talkative because they have the opportunity

to express themselves and to express themselves This not only createsconditions for good students to express themselves but also helps all students inthe classroom, especially weak, timid, less English-speaking students Becausethey are better advised by students, prepared at home and practicing well, theyare not surprised and confident in speaking and communicating in public I have

no conditions to express

2.2 Form and organization of speaking

This is also the key skill that determines success or failure incommunication If the class is not active, few students practice speaking skills, it

is unsuccessful If the class is vibrant, not inhibited and many students practicespeaking skills then the class is considered successful

Therefore, I think we should organize the "Open Classroom" - which cantake students out of their familiar position to find the right person or stay inplace for speaking in pairs or group is very good (should not sit)

At the same time, the students will be more comfortable to perform theirspeaking activities as well as to "dance hands, dizziness" to express the meaning

of each sentence to the listener

In the meantime, if you are afraid of the noise of the class, you will be verypassive and psychologically inhibited in order to sit in your familiar place.Students can not promote the "vocabulary" they have, by gestures, eyes, andactions, as well as "words" in each language that make the listenerunderstandable Moreover, if they are only told to sit next to them, they will bevery boring 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 youngteachers But I also boldly say that learning to speak is not afraid of noise in theclassroom because there is "noisy in the control" will make the class becomemore exciting After we finish the work we ask the students to return to theirplace or sit down, they follow the "inertia" becomes order Then we can evaluatethe comments and suggestions for the speaking activities that we have set

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 morelikely they are to be native speakers, because most English learners find itdifficult 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 speakslowly and accurately If students slow down, your tone and tone will becomemore gentle, whereas your vocal tone will be heavier and more difficult tounderstand, which is understandable because you will not have enough time.time to form the correct phoneme and intonation Take control of the speakingspeed as well as the basic speaking principle to achieve what you want.

- Speak loudly enough

This is an important factor in communication Whether you talk to aperson, 10 people or a hundred people, you need to talk loud enough to all ofthem Are you able to listen to you easily? If you talk too small, what willhappen?

Practicing speaking with a suitable volume will give you more confidenceand can adjust your volume to suit different spaces and circumstances Do bestevery day for about 15 to 20 minutes practicing English pronunciation byreading aloud words, sentences, paragraphs in English If you practice everydayfor 3 months, your muscles will develop well for speaking a new language Youcan record your voice and hear the words you pronounce wrong People oftenhate 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 themistakes that you often make

- Pronounce all the sounds in words

As mentioned above, speaking English at a slower pace will give you time

to focus on the sounds that are in the word Maybe now you can omit the final ormid tone of the word, or the syllables are not stressed in words This does notaffect the speaker but makes it difficult for the listener Therefore, it isrecommended that students focus on each syllable in the word and not miss anysounds, especially the last syllables of the word such as "s", "ed", "t", "p", etc.-

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 youare using Be sure to use simple structure and sentence patterns to facilitatecommunication.

- Thoughts in English, should not be translated from Vietnamese

One of the most serious mistakes is that we tend to "translate" (frommother tongue into English) before speaking This will immediately create alanguage barrier For example, when we want to give up an appointment, we'llthink in mind: "I want to cancel that appointment." Then we translate that intoEnglish We will have problems because we may not remember or know thewords "cancel" and "appointment" to form the sentence "I would like It shoulduse simple grammatical structures (Using simple structures)

cancel the appointment If we think in English, we will not encounter thisproblem and there are many ways of expressing this situation in English, forexample: "I'm sorry I'm not free tomorrow "or" I'm afraid I can not cometomorrow ", etc

- Do not be selfish about your English skills

For example: When you are asked "How is your English?", You should notanswer: "Oh, my English is very poor, I should not answer to practice", youshould reply: "I love to speak English" or "My English is improving" Answerslike this will give you a sense of confidence When you are confident, you will

no longer be afraid to speak English

2.3 Prepare a source of knowledge so students can speak and reflect in thesituations

There are many sources of knowledge that students can collect but theproblem is how do they work and accumulate? If we do not guide them, theymay say no purpose So, first of all we should give the conversation, theconversation, the simple situation, short for students to easily manipulate andexcite in speaking Then, based on the sentence patterns, the dialogue to impose

on the topic in the textbook to help students surprise So we have to know how

to process the knowledge to suit the taste of students We must collect theimages and materials related to the topic or new words in the lesson: Thesepictures we can zoom into a large or shrink many different shapes to insert aSmall paper for students to practice In this way we do not have to spend a lot oftime explaining new words, but it is exciting for students When students look atthe pictures, students will not be interested in new words Always think of ways

to express the picture properly Since then, psychology students will not beheavy on vocabulary, so it will stimulate the skills of speaking

2.4 How to stimulate students to practice speaking skills from thebeginning of class to the end of class?

If you do not prepare well for the lessons, the lessons are often verysporadic and tiring for the learner as well as the instructor Teachers should beprepared logically from the beginning to the end of the session and should not beleft with too much "downtime" This will distract the students, feel depressedand not be excited about speaking

2.5 Specific steps for speaking

Before speaking We can use activities such as:

- Matching

- Pre-teach vocabulary

- Open prediction:

- Ordering: (Arrange orderly sentences, or pictures )

- Answer the guiding questions (pre-question)

- Matching

After Speaking: We can use:

- Interviewing

- Recall / retell the story or dialogue

- Role play / taking a survey

- Discuss the main idea

- Summering the main points

- Card

3 Types of exercises used for developing speaking skills

3.1 Yes-no question

+ Teachers give the title to practice

+ The teacher provides some hints, background knowledge, teacher model and then free speech

3.2 Ask and answer

+ If practicing in groups, the team leader asks a few questions, the other members of the group are asked to answer

+ Teachers can organize as a contest: Answers are scored based on

language accuracy, as well as information

-> Once the student has finished speaking, the teacher removes all the lines

of the note, the only remaining lines on the board -> students complete the dialogue