Some experiences effectively in teaching speaking skill (supplemetary practice for unit 5 technology and you partb spea

It is open to question that how teacher manage to guide students to practise and apply their speaking skill efficiently.. Undoubtedly, teachers probably avoid dull lessons as well as mak

THANH HOA EDUCATION &TRAINING DEPARTMENT

TINH GIA 4 HIGH SCHOOL

- -EXPERIENCE INITIATIVES

SOME EXPERIENCES EFFECTIVELY

IN TEACHING SPEAKING SKILL (SUPPLEMETARY PRACTICE FOR UNIT 5 –TECHNOLOGY AND YOU

PARTB : SPEAKING –ENGLISH10)

The writer : Nguyen Hong Thuy

Possition : Teacher

Shool Unit: Tinh Gia 4 High school

The field of the experience initiative : Foreign language

THANH HOA 2018

1 INTRODUCTION

1.1 Reasons for choosing the theme.

1.2 Basis of theory :

As we know, the more the world’s economy develops, the wider the cultural, political and social exchanges become So as to integrate into the world

as well as extend international relationship with other countries in various fields, especially to access to the latest scientific achievements, mastering English has been of great vitality It has been considered the core subject in the syllabus of our country’s education system

At present, there has been considerable reform in English curriculum at secondary level Not only is it renovated in content and appearance but also in teaching method Teaching foreign languages in general and English in particular no longer focuses students on studying the language system but helps them know how to use it as a means of communication That means to improve students’ communicative ability which is expressed by two productive skills : speaking and writing

Of the two skills mentioned above, speaking is considered a more difficult task for a large number of learners Not only does it require vast knowledge about the topics they would like to talk but also a great deal of vocabulary and grammatical structures to express what they mean In addition, to acquire a perfect communicative competence, it is essential that learners should have a thorough grasp of suitable structures applied flexibly in diversified contexts

The fact is that the prior interest of both teachers and students is how to effectively teach and study English so as to improve their ability of communication in English Experiencing a rather long period of teaching English at Upper – secondary level, I have realized that students possibly do grammatical exercises quite well, however, hardly do they speak a sentence with correct grammatical rules, regardless say it in appropriate situations or not It is open to question that how teacher manage to guide students to practise and apply their speaking skill efficiently

In recent years, teaching and studying English with communicative approach has become widespread Its objective is to develop students’ activeness, creativeness and initiative to enable them to accomplish their communicative skill As a result, students have been getting more and more flexible and active in the lectures and so have appeared the learner centered classes In order to achieve great success in teaching speaking skill, it is vital

that learners should be motivated It is Games that are regarded as efficient

motivation and environment of communication Undoubtedly, teachers

probably avoid dull lessons as well as making students more excited and interested by applying games in practising speaking skill

It is the reasons mentioned above that have been encouraging me to choose the theme: “SOME EXPERIENCES EFFECTIVELY IN TEACHING

SPEAKING SKILL- English 10 ”.

* Basis of practice :

As can be seen, English is a rather difficult subject to students particularly the rural ones Among four language skills, speaking is considered the most challenging task for both teachers and learners

From the matter of fact, during most of speaking lessons, if teachers apply the out of date teaching method – teachers only read or give illustrations and students’ work is either copying or imitating, there will be only a small number

of students branstorming and working actively, the rests will passively listen regardless understand the meaning, purposes and usages of structures and communicative situations given Hence, this results in low teaching quality and few students with flying colours To make it worse, students increasingly lose their interest in practising speaking skill and fail to upgrade their communicative abilities

To get a better view of the fact of teaching and learning English speaking

skill, I have carried out a survey on Grade 10 students of two classes (10B3

10B9) of my school by 5 questions relating to learning speaking skill and using

games in teaching it The questionnaire is as follow:

QUESTIONNAIRE

Put a tick (  ) in your option

Question 1 : Do you enjoy learning English ?  Very much

 Not much  Not at all

Question 2 : Which skill do you consider the most important ?  Reading

 Speaking  Listening  Writing

Question 3 : How do you enjoy speaking skill ?  Very much

 Not much  Not at all

Question 4 : Do you enjoy playing games in speaking lessons?  Very much

 Not much  Not at all

Question 5 : How do you feel when playing games in speaking lessons ?

 Very excited

 No special feeling

 Boring

ANSWERS Percentage

(%)

1 Enjoy learning English 62

2 Consider speaking skill the most important 83

3 Enjoy speaking skill 22

4 Enjoy playing games in speaking lessons 90

5 Get excited when playing games in speaking lessons 95

The result of the survey indicates that over 60% of students are interested

in learning English Although over 80% of students appreciate the importance of speaking skill, only 22% are fond of it On the other hand, most of them (90%) enjoy playing games in speaking lessons and the number of students that get excited and stimulated by games organized in speaking lessons is up to 95%

It can be concluded that applying games in speaking lessons is certainly

effective in teaching speaking skill.

It is known that applying games in teaching brings about a great number

of benefits Not only do they creat excitement and relaxation after stressful hours of studying but they also change the atmosphere of the class and make the lessons more attractive

1.3 Aims of the research

As an English teacher with over ten years’ experience, I have continuously been wondering and researching for the techniques to better the quality of teaching English Knowing that the students’ psychophysiology is doing what they fancy, enjoying new things, putting their noses on pleasures rather than studying, I have been trying my best to offer them lectures in which

they can work for both study and relaxation This method brings them the

sense of joy and easiness when they learn English lessons in general and speaking lessons in particular through several games In order to creat motivation and situations in which students are encouraged to speak, I have been getting the best out of the popular games not only to draw students’ attention but also enable them to actively take part in speaking activities

Through my years’ time of teaching English as well as exchanging, referring to related materials and drawing experiences after each lecture, I myself have found a suitable technique of teaching speaking skill for students in Grade 10 ( the first year of secondary level as well as the background for developing speaking skill in the next grades ) This technique has not only enabled me to lull most of students to take part in speaking lessons actively, enthusiatically and creatively but also creat an exciting atmosphere, raise students’s love for speaking English and help them increasingly upgrade their

speaking skill by “applying games in English speaking lessons of English

10” This technique has been applied in quite a long time of my teaching

English 10 and I have got considerably hopeful result Therefore, I decisively exchange my initiative experience with my collagues

1.4 Objects of the research :

This subject is concerned with ways of organizing games in speaking lessons of Grade 10 English

1.5 Methods of the research :

- Using the text - book English 10 to apply to each speaking lesson

- Reading reference books to improve

- Using the soft ware POWERPOINT, pictures and other materials

- Discussing with other teachers

- Applying in teaching

- Observing and drawing out experiences

2 CONTENTS

2.1 Definition of Game:

A Game is structured form of play, usually undertaken for enjoyment and sometimes used as an educational tool Key components of games are goals, rules, challenge, and interaction Games generally involve mental or physical stimulation, and often both Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, stimulational,

or psychological role In teaching a language, the focus of the games is on

successful communication rather than on accuracy of target language.

2.2 Effectiveness of Games in speaking lessons :

Learning speaking skill is a difficult task which can sometimes be irritating It is necessary that learners should make constant effort to understand, produce and manipulate the target language Games are highly stimulating thanks to their both amusement and challenges In addition, they employ meaningful and useful language in real contexts They also encourage and increase cooperation

- Games are full of fun and children are excited about playing them

- Not only do Games offer students good chances to learn and practise

speaking but they are also great stimulus of speaking by providing a plausible

incentive to use the target language Therefore, they encourage students to

interact and communicate in the target language

- Games create a meaningful situations for language use The Game

contexts make the foreign language immediately useful to the students It brings the target language to life

- By playing Games can students speak English as naturally as they learn

their mother tongue without being aware they are studying even to the hesitant and shy students

Advantages of using game :

+ Games create an enjoyable environment

+Games pgrovide active learner –centered learning

+Games are highly motivating

+ Gmes promote co-operation and competition

+Games stimulate students’ creativeness

+Games provide immediate feedback and informal testing

2.3 Games and the ways to organize them in speaking lessons of English 10:

It is unquestionable that games play an important role in teaching foreign languages in general and English in particular, especially in practising speaking skill There is a wide range of games which teachers probably take full advantages of to stimulate students in speaking lessons The games that I my self have been effectively applying in my speaking lessons of English 10 are :

Nought (O) and Cross (X), Lucky numbers / stars , Shark attack, Magical Wheel / Hat and Role play game.

1 Game “ Nought (O) and Cross (X) ” :

This game is drammatically useful in practising saying sentences or short dialogues

To organize it, it is necessary to prepare a table of 9 squares numbered

from 1 to 9 as the following one ( teacher can replace 9 squares by 9 pictures or

images relating to the content of the practice to make the game more vivid ) The

requirements of practice are hiden behind the numbers / pictures

* Note : Teacher can design this game by using the software POWER

POINT

Teacher divides the class into 2 teams / groups namely Nought (O) and

Cross (X) Each team / group takes turns to choose the number or picture they

would like to practise Each correct answer ( good presentation ) will bring the

team a mark of a nought (O) or a cross (X) Which team earns a line of 3 marks

arranged vertically ( horizontally or diagorally ) will become the winner

*For example : When teaching part B Speaking of Unit 5 : Technology and You, teacher can organize the game “ Nought (O) and Cross (X) ” in Task

1 – Ask and answer about the uses of modern inventions

* Steps : - Before playing the game, teacher has to make sure that students have mastered the vocabulary relating to the uses of the modern devices, then teacher presents the structures used to talk about them

- Teacher gives an example :

A : Can / Could you tell me what a cell phone is used for ?

B : It is used to + talk to people when you are away from home.

- Teacher conducts a dialogue as the model :

A : Can / Could you tell me what a / an ……… is used for ?

B : It is used to + V ( infinitive ) + ………

- Teacher asks students to practise speaking about the uses of the modern

devices by playing the game “ Nought (O) and Cross (X) ” as follow :

- Teacher shows a table of 9 pictures of 9 modern devives

- Teacher divides the class into 2 teams named Nought (O) and Cross (X)

each team takes turn to choose the devices they would like to talk about Each

completed and good presentation will bring them a mark of (O) or (X)

responding to the name of the team At the end of the game, which team gets

3X or 3O in vertical ( horizontal or diagoral ) line will become the winner.

Not only does this game stimulate students to try their best to present a perfect dialogue with correct vocabulary and structures but it also requires students’ strategy to win the game

* Note : We can do the same in Task 2 of Part B Speaking of Unit 1 : A day

in the life of … ( talk about Quan’s activities ).

2 Game “ Lucky numbers / stars ” :

This game is possibly used in practising short structures or small talks To conduct it, teacher has to divide the information or linguistic data into items hiden behind the numbers / stars Each number / star refers to a requirement of

practice ( Note : the quantity of the numbers / stars must be even to make the

game equal to the teams ) Teacher probably creats this game with the help of

the soft ware POWER POINT as the following illustrations

* Lucky stars : * Lucky numbers :

- To carry out this game, teacher divides the class into 2 teams / groups The representative of each team/ group takes turns to choose the numbers or the stars they would like to practise The team / group with good presentation will get 1 point If a team/ group chooses a lucky number/ star, their point will be doubled At the end of the game, the winner will be the one with higher score

* For example: When teaching part B Speaking of Unit 6 : An

excursion, teacher can organize the game “ lucky numbers / stars ” in Task 2

( talk about the best seats for each person on a boat trip ).

* Steps : - Before the game, teacher must make sure that students have

understood the information relating to each person’s hobby and requirements

6

1

5

4

3

2 Lucky

stars

- Teacher presents the model used to suggest the best seats for the passengers on the boat trip :

I think ……… should sit in section ……… in seat………because

………( reason 1) and ………( reason 2)

- Teacher shows 8 stars, 6 of them hide the names of 6 passengers ( Mary/ Mrs

Andrew/ Susan/ Tim/ John/ Sam ) and the rests are 2 lucky stars.

- Teacher divides the class into 2 teams Each team takes turns to choose one star If they choose the star with the name of a passenger, they will have to say about the best seat for him/ her and get 1 point provided that their presentation meets the requirement If they luckily choose the lucky star, they will get 2 points for their good practice

When the game finishes, the team with the higher score will become the winner

* Note : We can do the same in Task 2 of Part B Speaking of Unit 7 : The

Mass Media ( talk about the main features of the different types of the mass

media ) and in Task 3 of Part B Speaking of Unit 8 : The story of my village ( talk about the villagers’ plans and the possible results ).

3 Game “ Shark attack ” :

To organize this game, teacher should prepare several images/ pictures or using the soft ware POWER POINT to design as the following illustration

1

Lucky stars

2

7

8

3

4

* Note : the number of the stairs must be equivalent to the number of items that

students have to practise

- Teacher possibly divides the class into 2, 3 or 4 teams / groups The icon

of the team/ group will stay the same if the team/ group produces good presentation or if not it will be moved to the lower stair

- The team which loses the game is the one with the lowest step of all or being attacked by the shark

* For example : When teaching part B Speaking of Unit 14 : The World Cup, teacher can organize the game “ Shark attack ” in Task 3 ( talk about

the World Cup winners ).

* Steps : - Before the game, teacher gives students an example about the first

World Cup : The first World Cup was held in Uruguay in 1930 The final match

was between Uruguay and Argentina Uruguay defeated Argentina by 4 to 2.

- Teacher presents the model used totalk about the World Cup winners :

The …… ( time ) World Cup was held in …… ( host nation ) in………( year) The final match was between …………( winner )and………….( runner up ).

………( winner ) defeated ………( runner up ) by ……( score )

- Teacher divides the class into 3 teams