some techniques for teaching english speaking skill to nhu xuan high school

According to Murcia 2002:103 in Fauziati 2010:17”, speaking in a second language is “an activity requiring the intergration of many subsystems and all these factors combine to make speak

PART I: INTRODUCTION

1 Reasons to choose the theme

Speaking as one of the four skills in English is seen as the most crucial skill to be mastered by English learners For most people the successes in learning a language can be seen from how far the student can speak and communicate in the language learn But in fact, to teach a speaking lesson successfully is always a big challenge According to Murcia (2002:103) in Fauziati (2010:17”, speaking in a second language is “an activity requiring the intergration of many subsystems and all these factors combine to make speaking

a second or a foreign language a formiddable task for language learners” She futher mentions a number of features that interact to make speaking a challenging task for foreign language learners, such as contractions, vowel reduction, elision, slang and idioms, the stress, rhythm, and intonation of English In my opinion, the most difficult aspect of spoken English is that it is almost always accomplished via interaction with at least one other spoken

For these difficulties, the language lecturer is required to be able to creature and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skills It means that the lecture plays an important role

in determining what techniques can best encourage his student’s participation in the learning speaking process

When teaching the students at Nhu Xuan high school, the writer found that most of them are not interested in speaking lesson, passive in their class and even afraid of speacking their target language

Those above –mentioned reasons and my career passion motivate me to write this experience innovation with aims to share some of my opinions on the topic

“ SOME TECHNIQUES FOR TEACHING ENGLISH SPEAKING SKILL

TO NHU XUAN HIGH SCHOOL”

2 Purposes of the research

The main purposes of the research are to:

- Motivate students learning speaking English lessons

- Correct some students’ common mistakes in prounouncing English and uses

of structures

- Help students overcome their anxiety and be confident to speak their target English in front of their friends

- Provide reference materials for teachers who intend to make their teaching lesson more effective

3 Method of the research.

- Discussing for experiences from my colleagues.

- Teaching some classes using the techniques in compasion with their speaking result in the previous school year academic

- Giving test for assessment

- Gathering students’ results and evaluate

4 Objective and Scope of the research.

The objective of the study is to motivate my students speaking English in classroom

These exercises are collected from the textbook “Tieng Anh 10”

The study was carried on students in two classes 10 C2 and 10 C6 at Nhu Xuan High School

PART II: PROBLEM SOLVING

1 Theoretic basis of the problem

This study employs the qualitative design by which the researcher intends “to discover and understand a phenomenon” (Arbain, 2017), (Nur, 2017) of techniques of teaching speaking used by the lecturer “in its natural setting” (Denzin & Lincoln, 1994:

Technique is a particular trick, strategy, or contrivance used to accomplish

an immediate objective Technique must be consistent with a method, and therefore in harmony with an approach as well” (Anthonys in Fauziati, 2009: 17) Thus, technique encompasses the actual moment-to-moment practices and behaviors that operate in teaching a language according to a particular method

In other words, technique is classroom practices done by the teacher when presenting a language program This is the way the classroom activities are integrated into lessons and used as the basis for teaching and learning

2 Practical basis of the problem

Nhu Xuan High school is one of the mountainous schools in Thanh Hoa

province People living here are likely to be poor and suffer from low income

As a result, students can not get a good chance of studying properly, especially English They are not supplied enough modern teaching facilities in each classroom More importantly, most of students are weak at English; Therefore, they feel shy and unconfident to speak English in front of their friends and their teacher as well

Working as a teacher for a eight year, I myself understand the nature of the problem and do the research to find out some teaching techniques to apply in my classes to solve those problems

3 Solutions to the problem

There are many techniques for teaching speaking The following are some of the techniques for teaching speaking which can be implemented by the teacher:

3.1 Role-Playing

One of the methods suggested for developing speaking skill is role-playing, that is, creating a dramatic situation in a classroom, or in a part, simply acting out dialogues, but also in part re-labeling objects and people in the room

to prepare for an imaginative role playing (Newmar in Fauziati, 2010:19)

3.2 Games

A game is one of activities which can help to crate dynamic, motivating classes The reason is that real learning takes place when the students, in a relaxed atmosphere, participate in activities that require them to use what they have been drilled on

33 Problem-Solving

Materials which focus on problem solving offer further opportunities for the students to work in pairs or small groups, to share information and opinions

on topics, which are meaningful to them

3.4 Discussion

Discussion may be composed of three to five students If such a group work is used regularly and introduced with a careful explanation of its propose, the class will soon accept it as a natural activity

3.5 Songs and quizzes

Using song in EFL classroom, especially speaking one can be both enjoyable and educational Song usually provides a peaceful and happy mood for the listeners Songs can also be used as a useful aid in the learning of vocabulary, pronunciation, structures, and sentence patterns

4 DEMOSTRATION OF SOME TEACHING PERIODS USING THE TECHNIQUES

4.1 DEMOSTRATION 1

ENGLISH 10: Unit 1 A DAY IN THE LIFE OF…

Lesson 2: B Speaking

I WARM UP

Game: SHARK ATTACK

- Have Ss guess the word “routine”:

- Eplain the rules of the game

- Ss play the game

- Lead Ss in the new lesson

II PRE-SPEAKING

- Ask Ss some questions about their daily routine and their subjects at

school:

1 What time do you get up?

2 What time do you go to school?

3 How many subjects do you have at school?

- Introduce one new word: “class meeting”

III WHILE-SPEAKING

This word consists of 7 letters It’s about…….

Task 1 Quan is a ten-grade student He goes to school every morning.

Below is his weekly timetable Ask and answer questions with a

partner, using the information from the timetable.

A:What time does Quan have a Civic Education lesson on Monday?

B: (He has a Civic Education lesson) at 7: 15 a.m.

or

A: What lesson does Quan have at 7:15 a.m on Monday?

B: (At 7: 15 a.m on Monday he has) a Civic Education lesson.

- Ss ask and answer in pairs, using the information in the timetable

8:05 Information

Literature Literature Geography Information English

Technology

Technology

Task 2 Talk about Quan’s activities, using the pictures below

Activity 1:Ss ask and answer about Quan’s activities in pairs

Example: A: What does Quan do at 2 p.m.?

B: He gets up at 2 p.m.

Activity 2: Ss look at the pictures and talk about Quan’s activities.

Example: Quan gets up at 2 p.m At 2: 15 p.m he does his home work….

Activity 3:Game: Ss play a chain game in groups

Example: S1: Quan gets up at 2p.m.

S2: Quan gets up at 2 p.m At 2:15 p.m., he does his homework S3: Quan gets up at 2 p.m At 2:15 p.m., he does his homework He watches TV at 4: 30 p.m

………

IV POST-SPEAKING

Task 3 Tell classmates about your daily routine, Ss talk about their daily routine in front of their class.

4.2 DEMOSTRATION 2: ENGL ISH 10:

Unit 13 FILM AND CINEMA Lesson 2: B Speaking

I WARM-UP

Match each of the following pictures with a type of film

Star wars

1 Science fiction ……….

2 Comedy ……….

3 Cartoon ……….

4.Love story ……….

5.Detective ……….

II PRE-SPEAKING

Rely on the pictures and practice like below:

A What kind of film do you like much?

B I like……very much.

A What kind of film don’t you like very much?

B I don’t like…………very much.

A.What kind of film don’t you like at all?

B I don’t like………at all.

III WHILE-SPEAKING

Work in groups and practise talking about each kind of film, using

the table below:

Detective Interesting

A:What do you think of horror films?

B:I find them really terrifying

C:I don’t agree with you I find them very interesting

* Suggestions

A: What do you think of ?

B: Oh, I find them

A: I don’t agree with you I find them

B: I find it interesting/ moving/ violent…

A: I agree with you.I find them

IV POST- SPEAKING

Work in pairs to talk about the film you have seen: Using the suggestions below:

A Where did you see it?

B: I saw…

A What kind of film is it?

B: It is Detective/ action/ cartoon/ love story…

A How much do you like it?

B Very much/ not very much/ not at all

A Who is/ are the main character(s)?

B: He/ She is…

A How do you feel about it?

B:………

4 3 DEMOSTRATION 3

TIENG ANH 10

UNIT 12: MUSIC LESSON 2: SPEAKING

I WARM – UP: Listening to music and guessing

- Asks Ss to listen to 4 pieces of music and guess what types of music they have heard

- Calls Ss to give their answers

- Checks the answers

Answers:

1.Classical music (Fur Elise–Beethoven)

2 Folk music (Bèo dạt mây trôi)

3 Pop music (Hello-Adele)

4 Jazz (Mona Lisa-Nat King Cole)

II BEFORE YOU SPEAK

Task 1: Read and anwser questions.

- Chunks the text and highlights the stressed words in each chunk with Ss Then,

T reads the text to provide a model

- Asks a S to read aloud the passage T corrects Ss’ intonation and pronunciation

if necessary

- Picks some useful words or structures and introduces their meanings and usage

to Ss Then asks Ss to make sentences with these structures:

+ to keep/make sb happy

+ to be easy to listen to

+ to cheer sb up

+ to have the radio on

-T asks Ss to list some more music genres, adjectives and roles best describing those genres T mindmaps Ss’ answers on the board

Suggestions

+ Folk music: peaceful, lyrical; help sb forget troubles and worries.

+ Rock: exciting, strong; make sb excited

+ Classical music: relaxing, gentle, peaceful; make sb relaxed.

+ Pop: easy to listen to; cheer sb up, keep sb happy.

+ Jazz: gentle; make sb relaxed

III WHILE YOU SPEAK

Task 2: Interview two friends

−Before Ss do the task, T asks Ss what questions they can ask if they want to know about their friend’s favourite kind of music, reasons for listening to music, favourite band/musician/singer, favourite song/piece of music and when their friends listen to music

−Suggested questions and answers:

+ What kind of music do you like?

I’m a big fan of…/I’m fond of…/ I’m keen on…/ I’m really into….

+ Why do you like it?

Since/Because/The primary reason is…

+ Who is your favourite singer/ musician?

+ What is your favourite band?

+ What is your favourite song/ piece of music?

My favourite …… is…

I’m crazy about….

I fancy….

+ When do you listen to music?

- T tells Ss to form groups of 4 to interview each other

- T goes around observing, offering help and collecting any mistakes and errors for later correction

- Calls one group to stand up and makes the conversation they have just practiced

Task 3: Report the information

− Before Ss report, T provides the structures they can use:

+ Both A and B like (pop music) because…

+ A likes (classical music) but B prefers/likes (jazz) A thinks (classical music) is relaxing and B thinks B is gentle A’s favourite band is… and B’s favourite band is….

− T calls on some Ss to report what they have found out about their partners

− T takes notes of Ss’ mistakes for later correction

Task 4: Talk about their favourite types of music.

- Asks Ss to prepare a talk in 1 min about their own taste in music

Calls some students to talk freely about music

Task 5: Read the article “What your music taste says about you” (Appendix)

- Distributes handouts to students Give them 2mins to read

- Calls 1-2 Ss and asks about her/his music taste Asks whether she/he finds herself/himself in that article

APPENDIX

What your music taste says about you

Think the music you love is part of your identity? You might be right According to a study at the University of Texas which gave people questionnaires about their musical taste and intelligence tests, what you listen to reveals a surprising amount about you So which of these four

‘super genres’ best describes your musical taste?

a) Blues, classical, folk, jazz

b) Alternative, heavy metal, rock.

c) Country, pop, soundtracks.

d) Electronic, hip-hop, rap.

Ready?

a) If you listen to this kind of music, you probably see yourself as unathletic

(unhealthy, weak) , liberal (free) and intelligent (and do, in fact, do pretty well

on exams and IQ tests) You are also probably very open to trying new experiences

b) You share most of your characteristics with the jazz/classical group, but

you’re more likely to see yourself as athletic (healthy, strong) and slightly less likely to seek to control others

c) You’re likely to be agreeable extroverted and conscientious You also see

yourself as attractive, wealthy and athletic, as well as politically conservative Good news: this group is the least prone to depression Bad news: it scores lowest on IQ tests

d) You’re extroverted, agreeable, attractive A and athletic, but you probably

don’t share the political conservatism, wealth or lower IQ with the

country/pop/soundtracks group This group also scores highest for

“blirtatiousness” – the tendency to blurt out your thoughts and feelings as soon

as they arise A

4.4 DEMOSTRATION 4:

TIENG ANH 10

UNIT 13: FILMS AND CINEMA

Lesson 2: Speaking

I WARM- UP

Aims : to get used to the topic.

- Give sts some film posters on the board:

+ Names of the films:

Shrek (1)

The adventures of Sherlock Holmes (2)

The Lord of the Rings (3)

Pearl Habour ( 4)

- Ask sts to match the films with the correct types of films

- Listen and check

II BEFORE YOU SPEAK

Aims: :to focus sts on the topic and to introduce the words and phrases used in

the task.

+ Task 1:

- Ask sts to study the table on p 134 and tick the boxes that suit their preferences for a particular type of films

- Ask sts to compare their answers with a partner