Some effective techniques to encourage the students in basic classes 11 to speaking lesson through lesson two of unit 13 in tiếng anh 11

So it is important for students to learn to speakEnglish and for teachers to know how to teach speaking well.. In this situation, I try my best to find out effective methods to improve s

TABLE OF CONTENTS

Pages

II Objectives of research, research tasks, research

methodology and scope of research

2 From this consequence, we can see that 7

1 Dividing groups and assigning their task at home 7

A INTRODUCTION

I The reason of selecting the topic

While a picture may be worth a thousand words, those words will nodoubt come in handy if the picture is distorted or poorly understood After all,the most effective way to communicate is through speech

The four language skills of listening, speaking, reading, and writing areall interconnected Proficiency in each skill is necessary to become a well-rounded communicator, but the ability to speak skillfully provides the speakerwith several distinct advantages The capacity to put words together in ameaningful way to reflect thoughts, opinions, and feelings provides the speakerwith these important advantages Here are some of the specific reasons whyEnglish learners are encouraged to speak in English- that’s why in ProgramFramework, Grade 6 textbooks; speaking is secondly taught to help students getknowledge in learning other skills such as: reading, listening and writing.Moreover, throughout the world today, and especially in developing countries,there is a great need for people to speak English well Many employers look forEnglish speakers smoothly So it is important for students to learn to speakEnglish and for teachers to know how to teach speaking well In addition to,many teachers are already very good at teaching vocabulary and grammar inorder to prepare students for examinations However, organizing lessons topractice speaking English can be a big challenge for both teachers and students

In this situation, I try my best to find out effective methods to improve student’sspeaking skill and I choose Unit 13 – speaking in Tiếng Anh 11 to make my

experience initiative “SOME EFFECTIVE TECHNIQUES TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 11 TO SPEAKING LESSON THROUGH LESSON TWO OF UNIT 13 IN TIẾNG ANH 11” in

order to gain the best lesson and help students improve their speaking skill

II Objectives of research, research tasks, research methodology and scope

of research

1 Objectives of research

a For the students

In this topic, I mainly focus on the actual subjects of basic class 11 andintroduce students know how to learn and gain speaking skill, through somesteps in learning procedure, students not only understand effectively and havesuitable methods, but also apply those to fact situations in the life

b For the Teachers:

Find out the most effective methods to improve students’ speaking skilland know how to stimulate students to speaking lessons naturally Besides,teachers also draw from valuable experiments in making suitable lesson plansfor different learners in each period

2 Research tasks

The purpose of research is to discover answer to questions through theapplication of scientific procedures The main aim of research is to find out the

truth which is hid and which has not been discovered as yet Through thisresearch I mention two main tasks:

- Find out the actual situation of students’ attention to speaking lesson andacademic research of practicing communication skill effectively

- Apply my research to teaching practices, then compare, contrast theimplementation of a topic And teachers evaluate and conclude the effectiveness

of topic

3 Research methodology

- It’s a way to systematically solve the research problem It may be

understood as a science of studying how research is done scientifically In this Istudy the behavior and instruments I use in performing research operations such

as making observations, recording data, techniques of processing data andothers Research methods refer to the information used in selecting andconstructing research technique such as analysis of documents, questionnaires,focused and group interview, survey, comparison and evaluation All thosemethods which are used during the course of studying my research problem aretermed as research methods Since the object of research, particularly theapplied research, it to arrive at a solution for a given problem, the available dataand the unknown aspects of the problem have to be related to each other to make

a solution possible Keeping this in view, I focus on:

+/ I concern with the collection of data which is available without beingsufficient to arrive at the required solution;

+/ I use statistical techniques which are used for establishing relationshipbetween the data and the unknown

+/ I also apply the methods which are used to compare and evaluate the accuracy

of the results obtained

4 Scope of research

The scope of study for a research paper is usually one of the first sections

to the project It sets out the scope of my work and limitations, so I mainly focus

on two aspects:

+/ It’s about effective methods to teach Unit 13 – B speaking in English book

11 Through this lesson, students know how to acquire speaking skill

+ I apply my search to students in grade 11 such 11D36 and 11G35 in Trieu Son

3 high school

B Content

I The reasoning basis of the theme

According to experts such as MC Gee (1977), Thornis (1980), Havernson

& Haynes (1982) English teachers need to focus on effective factors ofsuccessful speaking lessons such as: students’ attention to the lesson, ability of,acting on a knowledge of grammar and vocabulary and ability of workingindividually, in pairs or in group However, fast or slow results depend onstudents’ understanding in mother tongue, health, and acumen in audiovisualcapability Moreover, a number of impacts other elements come to learner’s

uneven apprehension leveling Therefore, teachers need a concrete orientation inspeaking such as teaching students ways how to use the language andcommunicational situations Most students are afraid of making mistakes inpronunciation Therefore, they do not like speaking or join speakinglessons On the other hand, they only focus on doing tasks in textbook and notapplying to practical situation.

Inferential capability, understanding and exposition to concepts such aswords, phrases, and sentences which can impact effectively on reading How tounderstand lessons thoughtfully depends on students’ ability in learning alanguage

In short, to gain a high result in attract students to speaking skill, teachersneed flexibly not only classify students properly and find out effective methods,but also make up different situations which help weak students and stimulatestrong ones in a speaking period Teacher should combine other skills such asspeaking, writing in order to make lesson become attractive and interesting

II The real situation of the matter.

1 The real state

Speaking is "the process of building and sharing meaning through the use

of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p.13) According to Parupalli Srinivas Rao, “in this globalization era, there havebeen drastic changes taking place all over the world These tremendousvicissitudes occur when people have a strong desire to achieve something.People's desires are fulfilled when they clearly express their ideas and opinionswith others Thus, they need to learn communication skills in order to fulfilltheir ambitions, desires, and goals In this modern world, communication skillsplay a vital role and one must have mastery over these skills to get success intheir respective fields So, speaking is the most important skill among all thefour language skills in order to communicate well in this global world AsEnglish is widely used all over the world, there is a need for learners to acquirethe communication skills of it to get success in their respective fields Thus, theclassroom is the ideal platform to acquire good communication skills, especially,speaking skills The teachers have to understand the problems of the ELLs(English language learners) and try to implement various teaching strategies intheir classrooms in order to develop their learners' speaking skills in Englishclassrooms This is possible for the teachers when they change their methodsand materials and by using the latest techniques of teaching speaking skills.Therefore, the teachers should introduce some group and pair activities in theirregular English classrooms that the ELLs can develop their speaking skillsenormously”

Although English became one of the official subjects at school, but

promoting its benefits has not been much interested, partly because the facilitiesare not high and don’t attract students’ passion for learning increasingly Someteachers complain that most students are not able to confide in communication

Reason why students don’t enroll speaking activities in each lesson – studentshate to speak; they only answer the questions required in each task of thetextbook Students lacked motivation to solve situation in the life, even if theteacher give questions or cooperation, they show negative attitudes For most ofthe learners, speaking is an extremely difficult task that requires integrated body

of skills, which also does not get easier with the practical situation and theaccumulation of experience

Teachers have an important role to improve speaking skill to theirstudents to improve other language skills They can follow some stages andstrategies when teaching this skill because speaking strategies are considered asthe mental operations involved when teachers approach a text effectively andmake sense of what they read However, some teachers have not applied flexiblytheory into practice; have not integrated properly skills together in lesson, andinnovative methods which are not suitable for the students That’s why thequality of the lesson is not effective and reduces

During my teaching process in Trieu Son 3 high school, I must look atactual issues in learning speaking skill of students in basic class 11 is verybadly Students aren’t interested in this skill As you can see in this convey inbasic classes 11 such as 11D36 and 11G35

1 Topic: - Most topics are strange to basic

students; their content is complex and boring

70 %

2 Tasks and activities: - They are often suitable

with students’ knowledge Some are too difficult

and strange, and others are shortage of realistic

55%

3 Words and structures: - Students are in

trouble with a lot of new and complex words or

structures in one text

80 %

4 Students’ habit in practicing speaking skill:

- Only answer questions in the task and be lazy in

creation of the communication skill

- Students also try to write without speaking

90%

5 Students’ belief: - Most students are afraid of

making mistake (pronounce, rhyme, wrong

answer) or getting communication problems

For example, in Unit 13 – B speaking in Tiếng Anh 11;

Teacher and students’

Teacher: - Ask students

to say what they would

like or not like to do

Students: - Give opinions

Teacher: Give useful

language

I Like , but I don’t

like

Students: - Listen and

copy down their notebook

Teacher: - Ask students

to work in pairs

- Give useful language

Students: - Work in pairs.

- Give answers and

1 Before you speak

Questions: -Say which ofthe following you wouldlike or not like to do?

- Why?

2 While you speak

1 Task 1: Read a dialoguebetween Huong and Lan,then practice reading thedialogue with a partner

2 Task 2: Make a similardialogue about collectingstamps Use the suggestionsbelow

3 After you speak

-Talk about a competition

or contest

1 Where and when did youbegin your hobby?

2 What is your hobby?

3 How to organize it?

4 Why do you have it?

5 What is your plan for thefuture?

7 How do you enjoy it?

- Most students usedanswers in referencebook

-These questionsaren’t attractive tostart a lesson

- Only stimulatesome strong students

- Only weak studentsare afraid of makingmistake or notunderstanding theirpartner’s ideas

- It is not useful foractual situations

- Students aren’t confident enough tomake a dialogue

self The atmosphere ofthe class is serene

- Only gift studentsare eager to speakEnglish

- Everything seems to

be a model

Through my votes in the investigation and table of early year (2019 -2020) and(2020- 2021) in class 11B36, 11G35, the percentage of basic students’ result inending the reading lesson of unit 13 as follow:

2 From this consequence, we can see that:

From results of the current situation, I give some effective methods tohelp students have a good speaking lesson through part B in Unit 13 (Hobbies)

of basic English 11 I also show students that speaking is an interesting andimportant lesson Students will not be under pressure of studying And I realizedgood results in basic classes I apply my new methods in school year 2019- 2020and 2020- 2021 Students gradually know how to prepare a speaking lesson,performing and applying to other skills Each period, students discover newthings for them In each period, students feel confident and comfortable ingiving ideas, creation and apply it to practical situations in the life

III Measure implementation

1 Dividing groups and assigning their task at home

a Way to perform:

After finishing reading lesson, I will divide the class into four groups toprepare for the next lesson: Unit 13 – B speaking Each group will make adiscussion about the title of the next lesson There is no limit in theirpreparation

Teachers will observer students in learning process to classify each group at thesame level correspondence If students pay attention to the lesson, prepare thelesson well, involve in activities positively and have a lot of creation in eachsituation, they will be added good marks in their tests’ mark In contrast, if anygroups ignore their task, they will be added bad marks in their test’s mark Insum, except for final first or second term test ‘s mark, I will divide final marktotal into two part: 80 Percent in the test and 20 % in learning process

b The effect of this formation

- For the Teachers: It will reflect exactly students’ ability in the class.

Discussion in group will help students feel more self –confident in speakingEnglish among their friends as well as others Stimulating students to creation tomake role-play in order to solve situation in the life better In addition, it is easy

to comprehend the lesson without following a rigid model

- For the Students: They will have to prepare lesson carefully, raise their hand

to answer questions from the teacher, take in the activities sympathetically andpay attention to the lesson if they want to be added good marks Of course, theywill feel more confident in communication and giving their own ideas or

answers It also makes students aware of how the importance of languagelearning is.

2 The distribution of the reading lesson

The teacher divides the lesson into three main stages and distribute timeproperly to gain a high result The stages and strategies of speaking that theteacher should promote for her/his students are: - pre-speaking, while speakingand post speaking stages These stages are very important when teaching thisskill, each of these ones has its own characteristics, although they are related toone another That is, the pre-speaking stage leads to the while-speaking stageand finally to the post –speaking one These stages make the students understandand improve speaking skill

The teacher introduces some activities in leisure time and asks students whichone they like best And then, the teacher asks them some questions relating tothe lesson

1 What is your hobby?

2 Could you tell me how you organize your hobby?

3 Where or when did you start your hobby?

4 What do you plan to do next?

 After listening to their answers, teacher gives comment and uses thesequestions and answers to lead in new lesson

b The effect of the activity.

In a short time, I can introduce some free activities and also attractstudents to the lesson better In addition, students guess the content of the lesson

2.1 Pe- speaking strategies:

Teacher can enable their students to understand a speaking text by givinguseful language Thanks to this, students can apply them to their speaking Thisstage also helps to make the next stages of speaking more easily adaptable tostudents Therefore, I must find out the best way to start an effective speakinglesson

In this part, I divided into two parts: Brainstorming and providingstudents some vocabulary and structure to raise their speaking abilities

a Brainstorming

- In this part, I want students to think some things relating to the lesson in order

to help them feel comfortable and understand speaking title more

HOBBIES

swimming

fishing Reading books

b Teaching vocabulary

It is very important for students to learn vocabulary Students might evenhave a receptive knowledge of a wider range of vocabulary, which means theycan recognise the item and its meaning Nevertheless, their productive use of awide range of vocabulary is normally limited, and this is one of the areas thatneed greater attention At this stage we are concerned not only with studentsunderstanding the meaning of words, but also being able to use themappropriately, taking into speaking lesson effectively In addition, I also askstudents for words or sentences which can provide then in the process ofspeaking I read and ask students to repeat, then I check the pronunciation of thewhole class and two students

For example:

- regularly (adv): Đều đặn

- Classify + O +into: Phân loại … thành

- Broaden … knowledge: Mở rộng kiến thức

- Hang out with friends: Đi chơi với bạn

- Go for a walk: Đi dạo

- In my free time, I like….: Vào thời gian rảnh, tôi thích

Aim: To pronounce word exactly and provide students words to practice tasks

and understand the content of speaking text By this way, students can get adeeper and better understanding of the meaning and the use of the vocabulary

c Checking vocabulary

I use pictures to check new words students have just learned I call somestudents give a sentence contained a new word

For example:

1 I often hang out with friends in my free time.

2 We need classifywaste into different categories

stamp- collecting

=>Aims:students can get a deeper and better understanding of the meaning and

the use of the vocabulary

2.2 While-speaking strategies

The speaking activities of while-speaking stage help to encourage criticalthinking of students and increase comprehension an easy retention This stageincludes two activities Firstly, the teacher will give some small talks to make amodel This can help students know how to start or finish a conversation Forexample: “Hi everyone, I am Lee, Today I will talk about my hobbies” Thispart, I always encourage students ask me problems they faced at home Fromthese complications, students will learn more in the fact They can know how tosolve communicational situations in the life Secondly, Students will show theirpreparation at home to others in the class and the teacher observes and givescomments There are many ways to form in this stage such as: Giving opinions,discussing, matching, ask and answer However, I only focus on two mainpoints:

a Give instructions to help students understand more

Students need to learn how to understand situations in the life withoutbasing on paper Moreover, don’t make students feel bored with modelconversations which are far from the reality To have this, teacher needs to make

a suitable lesson plan, use tasks relating to the title, but it has real situations.That is why I adapted tasks in textbook to give students free subjects

For example:

1 Task 1: Page 148 in textbook (Tieng Anh 11)

This is a model task It is simple, but boring Students will do this task withouthaving any difficulty They only speak some activities available in the textbookwithout any creation Supposing that they didn’t like swimming, they couldchoose “swimming” Simply, they needn’t give any explanation for their choice

or answer Therefore, I change this task to suit students’ ability and make thelesson become more attractive by making a short dialogue.

Eg: A short dialogue between Hai and Nam to ask for the hobby.

- Only after students speak some English sentences will they feel better incommunication than in repeating of traditional style Students can apply thisway to their daily lives

(APPENDIX 1)

Eg: We can speak English with a native speaker.

Lan: Nice to meet you, Peter

Peter: Nice to meet you again

Lan: Do you like the weather in Viet Nam?

Peter: Yes I like It is wonderful

Lan: What would you want to do in your free time?

Peter: Oh, Swimming may be my favorite activities I like to do best

Task 2:Page 69 in textbook (Tiếng Anh 11)

What would you like to

do in you free time?

I like swimming

In general, most teachers ask students to work in pairs Practise reading thedialogue of Lan and Huong.

As you knew, if students only practise their speaking skill by this way, theycan’t know how to react in real situation They do not have a communicationenvironment, which is the main reason behind the ineffective teaching andlearning of English As a result, students have become afraid of learningEnglish

To improve this issue, I adjusted this task to help students have confidence incommunication

- I set students in daily life and practise their interrogatives

In my opinion, we also need to keep in mind the fact that communication is atwo - way process Not only does it make you seem uninterested, even rude ifyou don’t ask questions, you might also end up being the one who has to do allthe talking So, when you’ve run out of ideas about what to say next, remember:others might have something to add

+ What would you like to do in your free time?

+ What is your favorite activity in your free time?

+ Do you like swimming?

Questions like this will keep the conversation going and will show your interest

in other people’s opinion They will also give you time to relax a little and startenjoying yourself

Eg:Huy and Nga are talking about their hobby

Huy: What are your hobbies, Nga?

Nga: Well, I like reading books and listening to music What about you?

Huy: I like music, too And I collect stamps

Nga: How interesting! I used to collect local stamps

Huy: really?

Nga: Yes, I also collected a lot of things

Huy: So, can you show me something you collected?

Nga: Oh, of course I am happy to do this

Huy: Thank you, I also show you some less common stamps I have

Nga: Oh, sound great Where do those stamps come from?

This conversation will continue longer and longer It makes students feelconfident and talk freely without being afraid of mistakes in speaking procedure

** The result of this method:

Students needn’t try best to translate word or understand word’s meaning

in the textbook and imitate This simple activity encourages all students in theclass to the lesson and not time – consuming After completing this, moststudents realize the purpose of the lesson

There are many ways to form this stage such as: Interviewing, recall the story ordialogue, role play,summarizing the main points, card and discussion However,

I chose role play and discussion to check their comprehension andretention of the information of a text that they have already tackled

Role play in a simulation exercise where persons take on assumed roles in order

to act out a scenario in a contrived setting The learners or participants can actout the assigned roles so as to explore the scenario, apply skill (may becommunication, negotiation, debate etc.), experience the scenario from anotherview point, evoke and understand emotions that may be alien to them It helps tomake sense of theory and gathers together the concepts into a practicalexperience, so I appreciate this activity because it supplies for students’speaking skill and make students believe in next lesson: part C (listening)

For example: Task 3, textbook, page 149 (Tieng Anh 11)

In this task, the requirement of the lesson is making a similar dialogue aboutcollecting stamps basing on the below suggestions Students’ duty is usingbelow suggestions to speak without having any creation All students use a form

of collecting stamps Students only repeat words and sentences like a parrot andthey can’t understand the basic knowledge This can make us passive in anysituation

To make this stage become better, I let students show students’ task prepared athome In this activity, I also adapted six questions of “after you speak” in task 3

in the textbook, page 149(Tieng Anh 11) I want students to have realexperience in daily life

Group 1: Sports

Model dialogue: Talk about sports

A: What is your favorite sport?

B: My favorite sport is playing table tennis

A: Do you work out often?

B: Yes, I often play in every afternoon

A: Do you like watching or playing it?

B: oh, of course I prefer playing with other boys And you? Do you like playingsports in your free time?

A: Oh, I hardly play sports, I often read books in my free time.

B: Oh, you should play a suitable sport to keep fit and make you stronger

A: Wow9, I will try Can you help me to do it?

B: Oh yes I will pick you each afternoon Do you agree with this idea?

A: Oh, it sounds good.

………

Group 2: Shopping and clothes