SKKN Tiếng Anh THCS HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING

Sáng kiến kinh nghiệm bậc THCS về GIÚP HỌC SINH HÌNH THÀNH KỸ NĂNG TRÌNH BÀY TOPIC TRONG SPEAKING gồm cả tiếng Anh và tiếng Việt để dễ đối chiếu HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING I) Purpose of topic selection: In implementing the current teaching task under the Ministry of Education and Trainings foreign language teaching project to 2020, one of the key tasks that teachers need to achieve is that students can use English. in communication. The detail of this is that students need to be able to communicate in English in class, present their ideas in English through talking with teachers, friends, and especially having to express ideas. I thought about each Speaking topic for each Unit, but they were learning about the specific content of each class level, especially English classes under the new 10year textbook program. In fact, many teachers and students are still confused in this matter when the Speaking test has been applied to taking a column of points or 2 columns of 15 minutes to evaluate and classify students according to each semester of the school year. Knowing this problem, in practice teaching at Thu Khoa Huan Secondary School, I have found a way to support my students to be able to achieve high scores for Speaking column, especially the formation of dogs. ability to present topics according to each topic of each unit that you have learned. Here I would like to present the ideas that I have applied and brought equally effective with the name for this article:

HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING

I) Purpose of topic selection:

In implementing the current teaching task under the Ministry of Education andTraining's foreign language teaching project to 2020, one of the key tasks thatteachers need to achieve is that students can use English in communication Thedetail of this is that students need to be able to communicate in English in class,present their ideas in English through talking with teachers, friends, and especiallyhaving to express ideas I thought about each Speaking topic for each Unit, but theywere learning about the specific content of each class level, especially English classesunder the new 10-year textbook program

In fact, many teachers and students are still confused in this matter when theSpeaking test has been applied to taking a column of points or 2 columns of 15minutes to evaluate and classify students according to each semester of the schoolyear

Knowing this problem, in practice teaching at Thu Khoa Huan SecondarySchool, I have found a way to support my students to be able to achieve high scoresfor Speaking column, especially the formation of dogs ability to present topicsaccording to each topic of each unit that you have learned

Here I would like to present the ideas that I have applied and brought equallyeffective with the name for this article:

HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING

II) Novelty and creativity:

In fact, teaching at … Secondary School, I was assigned to teach new Englishclasses of the 10-year program from the 2016-2017 school year (teaching class 6A2)and the 2017-2018 school year (teaching class 7A1 and 7A2) With the 10-yearprogram of English, the knowledge for each presentation is extremely rich and one ofthe compulsory contents of Speaking must be tested to get 2 columns of 15 minutes(2016-2017 take 1 column 15 minutes) and is tested at the end of each semester tocontribute to the grading and grading of a subject with a written test

As a passionate and passionate English teacher in my career, I have manytimes pondered when the children speak English too weak, so how can you get goodgrades in the Speaking tests? And my frustration got even higher when my first 15Speaking test in HKI of the 2016-2017 school year was not up to expectations.

I have found many ways and methods to apply and in teaching to help studentsimprove their Speaking skills but it failed until the following contents presented inthis writing were applied the students have profoundly improved their English skills

in Speaking and their scores on the final exams of the first semester and the secondsemester of the 2016-2017 school year meet the quality better results and thatachievement continues to help students achieve higher scores until the time I presentthis article is the second and third 15-minute test scores (through the Speaking test) ofstudents class 7A2 (the class in which I applied the ideas presented in this writingwhen they were students of grade 6A2 so far) achieved extremely satisfactory results

And here I would like to share what I have applied to help students have moreprogress in presenting their Speaking skills Those contents are:

1) Forming ideas

At the first stage of receiving students to teach, I found that the level andability of students to enjoy learning with English is extremely high and vibrant Ithink it is not difficult for them to present the Speaking ideas for each topic in thelesson However, I was disillusioned when many students were very good, reallywanted to talk about what I needed to say, even the need to speak English was sohigh that they were annoyed but they could not speak I had to work very hard to helpthe children present their issues And I asked myself many times, “What's wrong, mystudents like to speak English so why can't they speak? So what is the cause? ”Why

so many times, and many times when I was exposed to the problem that my studentscould not present the problem they need to say in Speaking, I also found the answerfor myself , which can be said to help me make a lot of achievements and since then

I have continued to choose to nurture them and achieve high results in the speaking school exam of the 2016-2017 school year and the school level of the 2016-

English-2017 school year and the school-level English Speaking Speech of the English-2017-2018school year

The answer that I want to mention is only encapsulated in four words, four

words are: FORMING IDEAS Yes, reality has proven that the idea formed within

each individual is very important When we have an idea, we can do everything wewant with knowledge and enthusiasm The right idea will guide us to perform theright action and the idea is like the light lit up At the destination, we are destined tosucceed in life Therefore, the idea of a Speaking topic is extremely important, it willhelp us to keep abreast of the topic to be presented and will present the purpose of thepresentation After sharing the above-mentioned ideas with the students, theydeveloped their own learning strategy through forming ideas before presenting aproblem.

Since then, each time they encounter a topic or problem they need to present,they do not rush to present it immediately, but let their ideas work before they speak

So how can students form ideas for a Speaking presentation? In any case, it is not aneasy problem that requires each child to have a serious working attitude and followwhat the teacher instructs To get ideas for a topic in Speaking, students have to askspecific questions for each topic and at least students have to be able to answer them

in short answer form or if students If you can not ask questions to formulate ideas foreach topic, teachers will help them at this stage Moreover, when they have difficultywriting answers in the form of short answers, teachers can let them work in groups toexchange ideas with each other The groups then present their answer trees and theteacher will help them complete the ideas Here are some specific examples for sometopics that I helped students in grade 6A2 of the 2016-2017 school year to formulateideas for each topic according to each Unit of the 10-year English textbook.Introduced for your reference (see appendix 1)

After the idea is formed and completed, they need to have a strategy that is tocreate an outline

2) Building outlines

Outline is an essential weapon of any author who wants to write or present histopic successfully Outlines are considered torches that make it easy for us to reachthe finish line of success If there is no outline, then the writer or the speaker willeasily get lost in the problem and must lead to vicious vicious escape, the ideas thatwill be wonky are incoherent, unclear, making the article or say become ruffled anddisorderly

So what is the outline and what to say in each part of that outline I have instructedhow to set up the outline for students as follows:

-Introduction of outline should have:

in part in the presentation His Speaking topic The Lead in part is briefly mentioned

in some words: "Today, I would like to talk about " Specifically, whentalking about the topic "What is your hobby?", They just need to say: Today, I wouldlike to talk about my hobby It's done Or they will talk about the topic "What should

we do to keep healthy?" They will say "Today, I would like to talk about the things

we should do to keep healthy Or talk about the topic" What do you think about "community service? ” Lead in would be: Today, I would like to talk about my ideasabout community service And when talking about the topic" What do you thinkabout music and arts? ", the Lead in sentence would be applied are: Today, I wouldlike to talk about commuinty service

In this way, it will be easier for them to form a habit of putting Lead in intoSpeaking and make listeners feel comfortable when they are oriented to the problem.Since then, the effectiveness of the students' Speaking scores will be improved andHs's skills will be more and more solid in presenting the Lead in part of a Speakingpresentation

- What students say in the Opening section: The opening will open the right direction,important for a Sepaking song This is considered as a guideline to create abreakthrough for the entire topic to be presented in a Speaking topic The Openingpart will help the speaker to open up the ideas that need to be presented in the Bodyand the opening section will change according to each specific topic that needs to bepresented, so it requires the speaker to get the idea right from the idea formationstage for the Opening part because this is a very important part for a Speakingpresentation And the Opening part depends entirely on the Lead in part, if the Lead

in part has no idea of the presentation, the Opening part cannot be conducted and it is

considered that the entire Speaking cannot be done or can only be performed in anunclear manner, as the grandparents once said, "headless and tailless." Please refer toAppendix 2 for reference in the Opening section.

- What students say in the Body section: The Body can be considered as the lifeblood

of a Speaking test because it is an integral part, without which it cannot be considered

a Speaking and what has been formed in the idea, or Lead in and Opening arediscarded The Body part determines the value of a Speaking so it requires students toreflect knowledge of vocabulary about sentence structure and sometimes requires realknowledge of the problem they need to present If you are not well-prepared, thebody part will be incomplete, without the vocabulary, you can not present your ideas

in words but also the secret cherished in your head, no sentence structure then thewords are just fragments lying discrete side by side incompletely So providingstudents with vocabulary to turn ideas into words and provide sentence structure sothat they can put words together into words is an important stage in the teachingprocess a teacher

I will mention the section providing necessary vocabulary for students in aSepaking presentation later

- What students say in the Closing section: The Closing part is the closing of what thespeaker has said, in order to bring the listener to satisfaction, the unity of the issuespresented throughout from the top to the bottom of a Speaking

The good or not good Closing part is depending on vocabulary knowledge andknowledge of sentence structure that teachers have conveyed to students in theteaching process and depending on the comprehension of students in the learningprocess The Closing part contributes equally to the assessment of students' Englishproficiency although this is a part that does not require much talking but requiresstudents to know the appropriate vocabulary selection and logical sentence structure

At this point, the speaker must use synonyms, synonyms, other words orsummarize the parts presented above but must not duplicate the ideas presentedabove In short, Closing is a different way of saying the Opening to close the problemwith many different tricks

Example: When talking about Community Service topics Presented in the Openingand Closing section as follows:

+ Opening: I think music and arts are helpful because they can help people relax andbring people together

+ Closing: In short, music and arts connect people together and give them happy timefor entertainment.

+ In Opening we have "help people relax" rewritten to "give them happy time forentertainment" in the Closing section Use synonyms. Use synonyms

+ In Opening we have "bring people together" which is restated as "connect peopletogether" in the Closing section Use synonyms. Use synonyms

- What students say in the Ending section: This part tells the listener that the problem

we need to present has ended and shows the delicacy and politeness of the speaker tothe listener The Ending section also has a simple structure that is easy to say andremember like the Lead in part This part is structured mechanically but also bringssatisfaction to listeners but requires students to be very careful in using polite andpolite language according to the audience (mostly teachers and examiners) so Iprovided the students with a structure: "That's all about my Thank you for yourattention!" Students may not use "Thanks for" because this is a tactless way ofsaying that they are older than themselves or that they are not allowed to just say

"That's all." And skip "Thank you for your attention," because this is also extremelydelicate to listeners especially judges of competitions

So for this Ending part, students only replace words or phrases that are suitablefor the topic they are talking about in the instruction form The teacher will have acomplete Ending

+ Topic: How to cook your favorite food? then the Ending might be: That’s all aboutthe steps of making my favorite food Thank you for your attention!

3) Provide necessary vocabulary

As mentioned above, vocabulary is indispensable for each topic, which is anextremely crucial component for a Speaking Without vocabulary, you cannot turnideas into words Vocabulary will help make a difference between one person andanother because at the same time, a problem, an idea but each person's vocabularywill make a difference for each individual For example, when talking about hobby,there are many vocabulary words to choose from We can talk about hobby in severalways:

+ My hooby is listening to music

+ My interest is listeing to music

+ My favorite thing is listening to music

+ My favorite thing to do in my free time is listening to music

+ I am into listening to music

+ I love listening to music

+ I enjoy listening to music

+ I like listening to music

+ I am interested in listening to music

+ I am keen on listening to music

+ I am fond of listening to music

+ I am a big fan of music in general

+ Listening to music is one of my favorite free time activities

+ Listening to music is the thing I often do in my free time

Applying a rich vocabulary to Speaking will help listeners assess the speaker'sproficiency more accurately and the requirement of Speaking in communication, testsand exams is also easier to achieve success

Therefore, providing the necessary vocabulary for a lesson topic is a necessaryand extremely important task that requires teachers to deepen their research and findsuitable forms to convey to learners Therefore, in every topic that I am going toteach, I will research and select the necessary vocabulary, the main focus is that whenthe students finish the vocabulary, they can understand the content of the textbookand have enough knowledge to do the requirements of the exercises in textbooks, butalso be able to apply them to the presentation of your topics

Example: When teaching Unit 1: My hobbies

-After completing this lesson, students must present the topic "What is yourhobby?"

-So the essential vocabulary provided for this topic is about hobby I haveapplied many specialized tricks to get the children to work on their brains which willcollect vocabulary on topics of interest These tactics can be Brainstorming,Matching, Bingo !, Lucky Number, Kim’s game, Find someone who (seeAppendix 3)

The vocabulary used in presenting one topic may be related to another, and thevocabulary between the lessons is closely related So, when presenting this topic,knowing how to apply vocabulary related to other issues will help to speak morerichly and attract listeners and also demonstrate students' knowledge of the issues thatthey need to present

Therefore, during the teaching process, teachers need to constantly teach newwords and reinforce old vocabulary for them so that they can apply effectively inlearning, especially in Speaking

Let's analyze a Speaking of a Grade 7A2 student when talking about hobby tosee the importance and effectiveness of applying vocabulary to the Speaking problempresentation (I only analyze the Body part of the Speaking presentation, please seeappendix 4 to see the full text of the lesson)

“Firstly, making models can help me relax after studying hard because I canplay with them and I sometimes make models with my parents, brothers, sisters, myfriends and my classmates and so on We really have good fun together when wemake models Therefore, making models brings me a lot of happiness I feel reallyrelaxing when I make models

Secondly, making models is not difficult because there are a lot of easy modelsfor me to make such as pot, teapot, pan, bike and so on I can easily choose a topic tomake the models because there are a lot of normal things around me For example,one day, on the way to my school I saw cat eating a fish I like this view very much,

so I make a model of a cat, a model of a fish I put the fish in the cat’s mouth Thathelps my remember about the day I saw them

Finally, making models is cheap because the materials for making them are notvery expensive We can use many kinds of materials to make models They can beclay, stones, tree leaves, tree branches, paper and so on I can collect them everywhere around me

I don`t pay a lot of money for buying the materials Moreover, using recycledthings to make models is one of the best way to keep our environment clean andhealthy ”

+ This is a Speaking about hobby but I have put a lot of vocabulary related toother topics that I have learned from grade 6 in my Speaking

As follows

+ In Firstly, there are the words "my parents, brothers, sisters" belonging to thetopic "Unit 1: My home" and the words "my friends and my classmates" belong tothe topic "Unit 3: My friend" of 6th grade English program of 10 years

+ In Secondly, there are the words "pot, teapot, pan" belonging to the topic

"Unit 1: My home" and the words "difficult, normal, easy, view" under the subject

"Unit 5: Natural wonders Of the world" of the 6th grade English in 10 years program

+ In the Finally section, the terms "clay, stones, tree leaves, tree branches,paper" belong to the theme "Unit 10: Our houses in the future" and the words

"recycled things, environment, clean, healthy" belong to topic “Unit 11: Our greenerworld” of the 6th grade English in 10 years program

4) Apply appropriate sentence structure

As mentioned above, the sentence structure is like a string through string beads(vocabulary) to connect them together into a beautiful circle (a complete sentence)

Each topic to be talked about can be presented through many forms usingmany different sentence patterns and each individual student will bring us differentsentence patterns according to interests and knowledge and the teachers'communication to them

Teachers must orient which structure is necessary for students to apply inpresenting their Speaking topic

In the early stages of learning, they may apply the machine according to thestructure that the teacher provides but over the time they are used and trainedregularly, their knowledge will be increasingly advanced and each child will have aseparate selection of sentence patterns that are appropriate for you to present whatneeds to be said in each Speaking topic

For example, when talking about hobby, to introduce about their hobbies, theycan apply a variety of sentence patterns in combination with vocabulary to present asmentioned in the example above Please be mentioned again below:

+ My hooby is listening to music.

+ My interest is listeing to music

+ My favorite thing is listening to music

+ My favorite thing to do in my free time is listening to music

+ I am into listening to music

+ I love listening to music

+ I enjoy listening to music

+ I like listening to music

+ I am interested in listening to music

+ I am keen on listening to music

+ I am fond of listening to music

+ I am a big fan of music in general

+ Listening to music is one of my favorite free time activities

+ Listening to music is the thing I often do in my free time

Therefore, it is very important to train students to understand sentence structure

in English and apply sentence structure to present problem in Speaking and it willdetermine the success and difference of each student in learning English

5) Apply link words to link ideas between sentences:

Word linking is essential in presenting any problem Word bonding can beseen as a glue to connect parts of the sentence together or to link the sentencestogether systematically and help listeners understand what the speaker presentslogically Best

Word links in English are extremely rich (see appendix 5) They can be prepositions,adverbs, require teachers to clearly and specifically guide them so that they cangrasp these link words and apply them in learning and speaking Speaking words inSpeaking need to be improved over the years and must be guided by the teachersevery day through the transfer of knowledge presented every day

I myself have helped them apply basic words like "and, so, because, but,firstly, secondly, thirdly, finally, in short, " in presenting their Speaking problemthrough Each lesson and in the process of guiding the students to present their topic

to present their Speaking is richer and better

For example, in an article about "My hobby" by a student of class 7A2, I haveapplied extremely richly and a variety of linked words Let's look back at this article.

“Firstly, making models can help me relax after studying hard because I canplay with them and I sometimes make models with my parents, brothers, sisters, myfriends and my classmates and so on We really have good fun together when wemake models Therefore, making models brings me a lot of happiness I feel reallyrelaxing when I make models

Secondly, making models is not difficult because there are a lot of easy modelsfor me to make such as pot, teapot, pan, bike and so on I can easily choose a topic tomake the models because there are a lot of normal things around me For example,one day, on the way to my school I saw cat eating a fish I like this view very much,

so I make a model of a cat, a model of a fish I put the fish in the cat’s mouth Thathelps my remember about the day I saw them

Finally, making models is cheap because the materials for making them are notvery expensive We can use many kinds of materials to make models They can beclay, stones, tree leaves, tree branches, paper and so on I can collect them everywhere around me

I don`t pay a lot of money for buying the materials Moreover, using recycledthings to make models is one of the best way to keep our environment clean andhealthy ”

+ To link the ideas between the paragraphs together, this Hs has applied the words

"Firstly, Secondly, Finally"

+ To expand the idea of a problem in a sentence, this student has applied the words

"so, and, because, but, with, when"

+ To expand the idea for the previous sentence, this Hs has used the word "Moreover,For example"

+ To give an example, this student has applied the words "such as”, For example

6) Actual presentation

Presenting ideas in front of others is the best way to turn ideas into reality.Therefore, I have created many conditions for students to have the opportunity topresent their Speaking reality through the following forms:

-Show with partner:

+ Partner is an available resource besides a student, partner always beside me

to listen and share issues related to learning and can say that partner is the one whounderstands me the most in a classroom Therefore, sharing ideas with partners willnot be a problem for a student

+ Understanding this, I always create conditions for my students to presentideas with partners through the form of "work in pairs" Students are psychologicallycomfortable to share their ideas with partners They can say right, may say wrong butstill not shy because partner is someone who is on the same level and same level withthem, and sometimes partners will help each other overcome the points in the process

of “work in pairs ”

-Display with group mate:

+ Goup mate: An opportunity for students to be friendly, sociable and expandthe information to be exchanged The goup friends will be able to differ in the ideasthat need to be presented Therefore, when working in groups, they will be able toaccumulate more ideas to supplement their speech

- Presenting to classmate:

+ In the learning process, the classroom environment is an ideal and friendlyenvironment for students to practice without hesitation and apprehension Classmatewill be the same level friends, the same school of thought so that they can supporteach other to study and face each other to complete the shortcomings in the learningprocess

+ Presenting a topic in front of classmates will help them feel more confident

in the learning process, they will not have strange expressions about the environmentand feel comfortable to present their ideas

+ Therefore, in the process of teaching, I always encourage students to boldlypresent with classmate because this will be a good condition for them to expressthemselves and take this opportunity to forge more confidence in front of the crowd

so that you can become stronger in real communication

+ Presenting with classmate and helping classmate to overcome errors are also

a good opportunity for students to improve themselves From the speeches and ideas

of classmates, they can improve and revise their speech more completely

- Presenting in front of teachers:

+ The teacher will be the one to help them more complete the ideas they haveapplied in their speech.

+ Teachers will help them improve their vocabulary selection and grammarstructure so that they will improve in the process of expressing their ideas inSpeaking with correct vocabulary and structure

+ Teachers will help them fix pronunciation, final consonant sounds, intonationand accents, stress, so they will gradually improve their Speaking ability in allaspects of communication

7) Forming skills

From creating a lot of learning and practice environment for students toimprove their Speaking ability, they will help them develop increasingly solid skills.Therefore, whenever you encounter a problem or topic that belongs to your school ofknowledge, your vocabulary, you will be able to formulate ideas to present through:

Forming ideas  Setting outlines  Selecting necessary vocabulary  Usingappropriate structure  Using link words  Practicing with friends and teachersthrough practice  Go to perfect the topic

Skills are essential in Speaking Requiring them to constantly practice stop

non-To acquire skills is not easy and the success process depends on the passion ofeach learner and the many objective conditions that impact on the learning process oflearners

But for any reason, the prerequisite for forming a skill requires learners ingeneral and junior high school students in particular to go through the above steps toget a complete Speaking

III) Results achieved from the application of the initiative

1) For yourself:

After doing this method, I feel satisfied with the achievement I have brought tostudents, satisfied with the results that they bring to me: most of the students in class7A2 of this school year can understand and comply with the requirements of Englishteachers in English lessons and have many positive results in the Speaking test

From the above positive results, I have been stimulating myself to beconstantly creative and learn to improve my skills and learn more ways to be able to

further support my children's learning so that they can increase higher and higher.interested in subject learning.

2) For students:

Practicing the steps guided in this initiative has helped them become moreconfident in presenting problems in Speaking so their scores in Speaking are gettingbetter Thereby increasing the interest of children in English subjects in particular andthe remaining subjects in general, thereby helping them improve learning outcomes

in general

3) For subject groups:

Contribute to improving the quality of subject groups

Add a new experience to introduce to team members to apply tocomprehensively improve the quality of the subject group

4) For units and branches:

Contributing to raise a new problem in the school, in the education sector andpromote research to be movement in the teaching of new initiatives to bring greaterefficiency

* Some shortcomings arose in the process of applying the initiative:

When students are not interested in the subject and do not follow theinstructions of the teachers, it will be difficult to apply in practice what they havelearned, so there are still some children when they forget the idea in the process ofpresenting ideas they cannot continue to present because they are heavy in thetraditional way of learning to memorize words they have previously prepared ormemorized according to the study style of social subjects in general

Some students who are not well-versed in grammar may still use thepresentation of ideas through translation from Vietnamese into English (one of theclassic ways of learning that was no longer suitable for the new era)

IV) Practicality:

1) Effect of the initiative:

This initiative has spent nearly two years of practical application and hasbrought many positive results both for students, for themselves and for subjectgroups

2) Scope of the initiative:

This initiative can be applied to teaching English subjects in the whole …province nowadays in particular to lower secondary school level and can be extended

to high school level but requires teachers to know the instructions Students how topresent ideas in a smarter and more creative way with higher complete sentencestructures

For those classes that have been applied this method, the next year they willhave a solid foundation to listen to teachers teach in English in the classroom, but not

as surprised as those who have not implemented this method yet

3) Lessons learned:

In the process of applying this initiative in reality, I also met many oppositereactions from students with some children who had too little vocabulary to be able toexpress ideas into sentences

For some students, the sentence structure is still unstable, so they cannotformulate sentences grammatically and logically according to linguistics

To be more effective in applying this initiative in practice, teachers mustconstantly learn many ways to help them improve their knowledge of vocabulary andsentence structure

V) Conclusion:

With the specific characteristics of English language used for communication,but nowadays most of the columns of the students in the class are based on papertests, which are not tests on actual communication, so the application of initiative

“HELPING STUDENTS TO MAKE TOPIC EXPRESSING SKILLS IN SPEAKING” will help them have the opportunity to use their English, do not feel

like learning English just to bring it home This will stimulate students' eagerness tolearn and increase their interest in learning subjects Making a solid foundation for