teaching experience improving efl high school students public speaking skills through supplementary peer interviewing activities

Resolution of the Central Conference 8 session XI on the fundamental and comprehensive innovation of education and training stated: “We continue to strongly innovate teaching and learnin

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

HOANG MAI HIGH SCHOOL

AUTHOR: NGUYEN TRUONG THAI

NGUYEN THI HANG

PHONE NUMBER: 0915038720

Nghệ An, 2021

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A.THE REASON FOR CHOOSING THE TOPIC

Years ago students in our school did not pay much attention to speaking English they spent most of time studying reading and writing skill to past the final exam and university entrance exam Therefore they didn‟t speak English Well However now in our school students have learned English since they were in grade 2 or even earlier but only some of them can have a small talk in front of their classes They rarely speak in English to each other They only speak in English when they are forced to do the tasks in class with the teachers'observation

In the written exams, they can do even some can do well but when they are in front of crowds they can't have a talk Some of my students told me that " Sometimes we meet foreigners, however, we don't know how to start talking, or even we are shy We think that it is a good chance to practise speaking in English but we lose"

While teaching my students, I always think of the ways to help my students talk themselves and create english speaking environment for them to pratise independently

There is no debate that being in a real English language environment will help anyone to master the language in the fastest and most effective way Many international students would prefer to go to English-speaking countries to study and learn the international language How is an English-speaking country? It is not only England, America……We think any countries in the world that help students speak English at school publicly will be English-speaking ones Nowadays, students have learned English at school since they were at the age of

6 or 7 even earlier However, at school, they rarely speak to their friends in English Our school is a high school it means students here have learned English

at least 7 years before being students in our school but they only use English when they are in English lessons At break time in the schoolyard, they talk too much How to inspire them to talk to each other in English at school during break time is an issue that we bear in mind The students are now very busy studying with much homework They do not have time to go out to look for foreigners to practice speaking with them Even sometimes students meet foreigners by accident, they are not available to talk or they do not know how to have a talk with them Being teachers of English in a high school we always think of this problem and our solution is that we use what they have learned in their lessons to form some models of normal interviews after that we introduce the models to students then ask them to find students in other classes to interview during the break time at school The break time at school which they used to speak in Vietnamese will be an ideal environment for them to practice speaking English

One of the guiding bases of educational innovation is to move from academic, far-reaching education to an education that focuses on building operational capacity and promoting proactivity, the creativity of learners The important orientation in changing the new teaching method in general and changing the teaching method in high schools, in particular, is promoting activeness, self-reliance, and creativity, developing the capacity of the student's activities and synergistic work That is also the main trend in improved teaching methods in each school

Resolution of the Central Conference 8 session XI on the fundamental and comprehensive innovation of education and training stated: “We continue to strongly innovate teaching and learning methods in the modern directions: promoting positively, proactively, creatively and applying knowledge and skills of learners, overcoming feedback one-way method and mechanical recording The teaches pay attention to helping students how to learn, how to think, to encourage self-study, to create a basis for learners to update and change new knowledge, skills, and capacity development, to move from mainly learning in class to a diverse organization, annotating social activities, extracurricular activities and scientific research, to promote the application of information technology and communication in teaching and learning” To do the best items about to change new base, the global interface of Education and Training according to Resolution

No 29-NQ / TW, it is necessary to be aware of the quality of the new change in teaching methods towards human development

- Innovating teaching methods to develop students' competencies

Teaching method innovation is making the transition from accessible education to learners' competency, it means from paying attention to what students learn to paying attention to interest what and how students can apply, something through learning To ensure that, it is necessary to switch from teaching methods in the "one-way transmission" way to teaching how to learn, how

content-to apply knowledge, practice skills, and form competencies and qualities, enhancing group learning, renewing teacher-student relations towards cooperation

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to learning the individual knowledge and skills of the specialized subjects, it is necessary to supplement interdisciplinary integrated learning topics in order to develop the capacity to solve complex problems

- Some methods to renovate teaching methods:

Improve traditional teaching methods

Innovating teaching methods does not mean removing traditional teaching methods such as presentations, conversations, and practice, but starting with improving their effectiveness and limiting their shortcomings In order to improve the effectiveness of these teaching methods, the teacher first needs to master the requirements and use their techniques proficiently in preparing and conducting lessons in class, the technique of making sentences, asking and processing answers

in conversation, or model techniques in practice However, traditional teaching methods have inevitable limitations, so besides traditional teaching methods, it is necessary to combine the use of new teaching methods, which can enhance the cognitive activeness of students in presentations, conversations with perspectives

on problem-solving teaching

Combining a variety of teaching methods

The combination of diverse teaching methods and forms in the entire teaching process is an important direction to promote positivity and improve teaching quality Classroom teaching, group teaching, group teaching, and individual teaching are social forms of teaching that need to be combined with each other, each with its own functions The monopoly of classroom teaching and the abuse of presentation methods need to be overcome, especially through group work In the current high school teaching practice, many teachers have improved their lessons in the direction of combining teacher presentations with group work, contributing to positively the cognitive activities of students The form of teamwork is very diverse It does not only solve small learning tasks alternating in presentations, but also deal with complex tasks The form can take up one or more lessons, using specialized methods such as role-play, case studies, and projects On the other hand, the addition of class-wide teaching by working in a group session has only clearly shown the “outside” positivity of the students To ensure the

"inner" positive, attention should be paid to the inner side of the teaching method, applying problem-solving teaching and other active teaching methods

- Applying problem solving teaching

Problem-solving teaching (solving teaching, teaching solving, and awareness) is a teaching perspective aimed at developing thinking capacity, awareness, and problem-solving Learning is placed in a problem situation which contains cognitive conflict, through problem-solving It helps students acquire cognitive knowledge, skills, and methods Problem-solving teaching is a fundamental pathway to promote students' cognitive positivity, which

problem-can be applied in many forms of teaching with different levels of self-reliance of students Problem situations are specialized scientific situations, which can also be situations associated with reality In today's teaching practice, problem-solving teaching often pays attention to specialized scientific problems but less attention to problems associated with the practice However, if students only focus on solving cognitive problems in specialized sciences, students are not well prepared for practical situations Therefore, besides problem-solving teaching, teaching reasoning also builds a case-based teaching perspective

-Apply situational teaching

Situational teaching is a teaching perspective, in which teaching is organized according to a complex theme associated with real-life and professional situations The learning process is organized in a learning environment that enables students

to build knowledge individually and in the social interaction of learning Complex teaching topics are topics related to many different subjects or areas of knowledge, associated with the practice In schools, subjects are classified according to specialized sciences, and life always happens in complex relationships Therefore, using complex teaching topics contributes to overcoming the detachment from the practice of specialized sciences, training students the ability to solve complex and interdisciplinary problems The case study method is a typical teaching method of situational teaching, in which students solve a typical situation by themselves, associated with practice through teamwork Applying teaching in real-world situations is an important way to associate training in schools with real life, contributing to overcome the situation of academic education, away from the current practice of the high school However, if the situations taught are simulated situations, they are not real situations If they only solve problems in theoretical classrooms, students do not have real practical activities, and there is no combination between theory and practice

- Apply action-oriented teaching

Action-oriented teaching is a teaching perspective that aims to make mental and physical activities work closely together During the learning process, students perform learning tasks and complete action products, with a flexible combination

of intellectual and physical activity This is a holistic approach to active teaching and teaching Action-oriented teaching has important implications for the implementation of educational principles combining theory with practice, thinking, and action, school and society Project-based teaching is a typical form of action-oriented teaching, in which students perform in groups a complex learning task, linked with practical problems, combining theory and practice, have created publishable products In project-based teaching, many modern teaching theories and perspectives can be applied such as constructivist theory, student-oriented teaching, collaborative teaching, integrated teaching, discovery teaching, and

-Fostering positive learning methods for students

Self-reliant learning methods play an important role in actively promoting and promoting students' creativity There are common cognitive methods such as methods of gathering, processing, teaching facilities play an important role in innovating teaching methods in order to enhance the visualization, experimentation, and practice in teaching Currently, equipping with new teaching facilities for high schools has been gradually strengthened However, self-made teaching facilities of teachers always have an important meaning and should be promoted Multimedia and information technology are both teaching content and teaching mediums in modern teaching In addition to the use of multimedia as a means of demonstration, it is necessary to increase the use of teaching software as well as teaching methods using electronic networks (E-Learning), connected schools, schools Big School (Big School)

-Use positive and creative teaching techniques

Teaching techniques are the ways teachers and students act in small action situations to implement and control the teaching process Teaching techniques are the smallest units of a teaching method There are both general teaching techniques and specific techniques to each teaching method, for example, the questioning technique in conversation Today, people focus on developing and using teaching techniques that promote students' positivity and creativity such as "brainstorming",

"lightning", "fish tank", mind maps, techniques, tablecloths

-Focusing on specific teaching methods of the subject

Teaching methods have a dialectic relationship with teaching content The use of specific teaching methods plays an important role in teaching the subject Subject-specific teaching methods are built on the basis of subject teaching theory Example: Experimentation is particularly evaluating information, methods of organizing work, methods of teamwork, and there are specialized learning methods for each subject In many different ways, it is necessary to practice students with common learning methods and learning methods in the subject

In short, there are many innovative teaching methods with different approaches, above are just some general directions The innovation of teaching methods requires appropriate conditions in terms of facilities, facilities, techniques,

and forms of teaching organization, conditions for organization, and management

of classes In addition, teaching methods are still subjective Each teacher with his

or her own experience needs to identify individual directions for improving teaching methods and personal experiences

1.1.2 The role and significance of teaching based on capacity development

Teaching method from the perspective of capacity development not only pays positive attention to students on operational intelligence but also pays attention to training problem-solving capacity associated with life and career situations, and at the same time intelligence works with execution Enhancing learning in the group, changing the system of teachers and students according to the orientation system has important significance in order to develop social capacity In addition to learning the knowledge and skills of specialized subjects, it

is necessary to supplement learning topics in order to develop the capacity to solve problems

From the perspective of capacity development, the assessment of learning results does not take the test of the ability to reproduce knowledge learned in the assessment center The assessment of learning results is important to the creative application of knowledge in different contextual applications

1.1.3 The role of the teacher of teaching based on capacity development

To innovate effective teaching methods, teachers are the first decisive factor

in implementing innovative teaching methods With the right understanding, with

a sense of responsibility and determination, the skills to use teaching equipment and organize to guide students to learn well are essential qualities of teachers in the school

Teachers' knowledge is an important feature in education Teachers with any class must meet the requirements of knowledge, effective teaching ability, enthusiasm, and intimacy In addition, teachers must have organizational skills to guide students in the classroom, have skills to use teaching aids, and have the ability to self-collect rich information of the era to serve teaching requirements

-Teachers must have diverse knowledge

Teachers need not only profound knowledge,but also pedagogical knowledge about teaching topics, and must be able to convey the knowledge into the curriculum, into the lesson, into a simple, clear presentation and apply to assignments, reviews, assessments as well as other teaching activities Teachers who are knowledgeable, have many ways to organize and present concise, clear, and enthusiasm in teaching will surely impart knowledge to students more effectively and successfully

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-Teachers must identify issues that need innovation

Teachers who want to renovate teaching methods must define in advance the innovative educational objectives, educational contents, teaching facilities, forms of organization, and methods of educational evaluation that must meet the needs of new change Trying to define the purpose, building goals to develop the lesson in the direction of reducing the theory and increasing practice is a necessary innovation for the innovation process of teaching methods

-It is important to note some of the practical areas of teaching

Planning and preparing classroom environments, paying attention to professional accountability, promoting the most effective use of time and engage the whole class and appropriate input or model to disseminate new materials, testing understanding, and changing the teaching schedule accordingly to create an independent, guided use of knowledge

-Teachers must master the skills of imparting knowledge

Teachers must master the requirements of educational content, master the knowledge and skills that need to be imparted to students in order to design to lead students from easy to difficult, from a little to a lot The teacher's talent in teaching

is just as necessary as any other creative field This work can become the most creative form of work If the teacher skillfully promotes the activeness and initiative of the students, the person who is under the impact of education will become the subject of education The learning process is more important than the subject, the learning process creates intellectual habits, problem analysis skills, the ability to absorb, express, and process information.The current teacher is no longer the impactor of knowledge but the person assisting students in searching, selecting, and processing information The teacher's position is not determined by the monopoly of information and class intelligence, but by his intellect and experience in leading students to self-study Teaching how to learn, learning how

to learn, or focusing on learners to promote the activeness of learners Innovating teaching methods depends on subjects, conditions, and circumstances, so teachers need to be proactive and innovative, make students learn and self-apply, stay in touch with changing practices, cooperate and share, take advantage of the support

of teaching facilities, learn how to come to understanding, appreciate academic discovery and exploration, learn practical skills and attitudes in the profession.To innovate teaching methods is not to create a different method from the old, to eliminate the old The development or a revolution in the science of education is essentially creating a premise for the positive elements of the old to still have the opportunity to develop stronger At the same time creating something new, more progressive, better than the existing one That said, we are not reconciling to do

"slightly different or similar to what already exists" But there must be a real new thing to meet the demands of progress If the old teaching method has a great advantage of promoting memory, training students to do something, then the new

method still needs the above advantages But the fundamental difference here is that the old teaching methods have largely "neglected the students" So normally, students are passive in receiving The new teaching method must promote students' activeness, initiative, and creativity Promoting students' positivity through a variety of teacher's actions is the essence of a new teaching method When it comes to positivity, we conceive of the desire to act arising from the student's side, being expressed outwardly or internally of the activity Thanks to promoting positivity, students are no longer passive Students become individuals

in a collective aspiration to explore and understand To do so, the most difficult thing for a teacher is: In an hour of class, to make sure that the best students can also satisfy their knowledge needs, see knowledge as a new horizon And the weakest students are also not found abandoned, they also participate in the process

of discovering new things This is especially necessary because students will be excited to seek knowledge, not passively or crammed Thus, the aspiration to act like this or that is the result of our desires.When innovating teaching methods, it is necessary to avoid the trend of simplicity or extreme simplicity There are teachers and teachers who replace "reading and writing" by asking too many questions but many of these questions do not create "problem situations" Maybe they thought that using the new teaching method was the practice of reading and writing by asking questions and answers The more questions and answers, the more innovative students are

1.2 Improving EFL high school students' public speaking skills through supplementary peer interviewing activities

1.2.1.The concept of an interview

1.2.1.3 Requirements for interviewers:

- Determine interview goals; understanding of the topic, interviewing subjects to prepare questions

-When interviewing must respect everyone interviewed and communication rules

- Avoid questions that are too difficult, in general

Need to know how to listen, analyze answers to develop circuit problems

- Editing of objective issues (besides rewriting words, needing notes on eyes, gestures, the person with the attitude of being interviewed to increase the reliability

of the post)

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1.2.1.4 Requirements for interviewees:

- Be responsible for the information that you provide

- Only answer what you know

- Have the right to answer or not to answer interview questions, but you must have an open and cooperative mode in dialogue

- Have quick reflexes with love posed, avoid rambling replies, long lines

1.2.2 The concept of public speaking skills

1.2.2.1 What is public speaking skill?

Public speaking is a special form of communication aimed at conveying information, affecting the listener's emotions, from which the listener has the direction of action Students speaking opinions, speakers in the hall, scientists presenting research, students presenting are all situations where you need to have public speaking skills

1.2.2.2 How important is public speaking skill?

Public speaking skills play an important role in today's life For example, when students make group presentations, when students go for job interviews, when we speak before conferences, and especially in the 4.0 era, many people making online presentations also need this skill

1.2.2.3 Factors that help you communicate engaging

- Confidence

This is the top factor determining whether or not your presentation will be successful or not You need to confidently show your audience what you are saying and express them fluently When giving a presentation, you must be the boss of the conversation if you use a question-and-answer format in your speech If you show yourself anxiety, suspense, or even trembling, this will only make your presentation less attractive and your audience less trust in your presentation

- Using body language

Using body language in public speaking makes your presentation more persuasive The listener will directly feel each gesture, gesture that you use in your speech In particular, eye contact is one of the keys to help you connect with your listeners and get their attention Instead of looking at the ceiling or staring blankly, you can confidently look into the other person's eyes to deliver your best presentation

- Voice, intonation

One of the keys to help your presentation attract listeners is voice and intonation You can not use the same tone when presenting a presentation, it bored listeners So, you can use the voice up and down flexibly with the appropriate accents

- Content presentation

Anyone who listens or watches something would like to hear or to see that information is true and it has a scientific basis and is gathered from the public So the content you share should be accurate, double-check the information before sharing or presenting You also need to prepare questions that listeners or watchers will ask you If you try to support presentation tools such as PowerPoint, games, then you have to prepare in advance

1.2.3 The aims of learning a language (English)

Learning a second language is of great educational value Through a new language, we can gain an insight into the way in which words express thoughts, and so achieve greater clarity and precision in our own communications When learning a foreign language, the pupil understands better how language functions and this brings him to a greater awareness of the functioning of his own language Since large is connected with thinking through foreign language study we can develop the pupil‟s intellect Teaching a foreign language helps the teacher develop the pupils‟ voluntary and involuntary memory, imaginative abilities, and willpower Teaching a foreign language contributes to the linguistic education of the pupil, the latter extends his knowledge of phonic, graphic, structural, and semantic aspects of language through contrastive analysis of language phenomena

In teaching a foreign language the teacher is called upon to inculcate in pupils the scientific outlook, to prepare the young people for active participation in production and other types of socially useful activities

2 The practical basis

2.1 Peculiarity

English is a language that people use to communicate with foreigners Currently, in the world, the number of native English speakers compared to the total number of English users in the world is too small English is most spoken by people who are not native; we are not native, too We think Vietnamese people can speak English as well as Japanese people, Korean people, and other people from different countries in the world Therefore, Vietnamese people speak English to other Vietnamese that means they can speak English to foreigners coming from other countries However, at the beginning of the school year 2020-2021 we had a general test for grade 10 students which included an oral test Many students said nothing in the oral test when teachers asked them to talk about some topics Even someone couldn‟t answer simple questions

The number of

students could talk

The number

of students could talk slowly

The number

of students couldn’t talk

2.2 Reality of the subject now

Many people in Hoang Mai town think that their children learn English to speak to foreigners but they don‟t know the truth that most of the foreigners coming to Vietnam want to work so the people they talk to are workers, engineers, businessmen… They don't have much time to talk to our students The opportunity for students to speak English to foreigners is not much When students don‟t have English speaking environment to practice what they have learned, day by day they forget what they have learned and the most dangerous thing is that they don‟t want

to learn English anymore As you know when one doesn‟t want anything, but we force them to do, they will do Of course, they know nothing We take students in our school as an example, as I showed in table, the number of students speak English well is too small

Therefore, we think the time they are at a high school, they need to a real English speaking environment to speak naturally to encourage every people around them to follow, not only their friends but also their teachers of course, not English teachers The Maths teachers can say some sentences in English, which makes the environment more interesting Our hope is that school will be an ideal environment

to speak English

3 The way to study

3.1 The object and scope of study

3.1.1 The object

Students will speak English naturally and they use English to communicate with their friends or any people who can speak English They don‟t feel shy when they speak English to strangers and in front of the crowd We don‟t want them to think that English is a subject they are learning at school we want them to think English is a language they use at school as the second language

3.1.2 Scope of the study

People: Students who are studying English in Hoang Mai high school

Field: English language, focusing on speaking skill

- Verbal form of communication

- Non-verbal forms of communication

3.2 The way to contact the topic

The teachers use the product made by their students to teach in class from the video clip, other students are able to do like this and they don‟t feel that they are strange when they speak English in front of Vietnamese people, which is very difficult for most Vietnamese people During the time they prepare and go out of class to work, they work in groups of 4 or 5 so students in a group can do different things If he or she is not good at English, it is ok they will do other things After a long time working together, they can work any position in the group For example,

a driver of a director who only takes the director to somewhere, after he works for the company for a time, he doesn‟t contact to any other work of the company but

he will know a lot about the company

4 Solution and development of the content of the topic

In English text books of high schools, there are topics For each topic, we prepare some forms of interviews The forms of interviews are practicable in class and the students practice with their friends in class When students finish the topic, they are asked to go out during break time to find other students in other classes then practice with them They can work in groups of 4 or 5 During the time the interview happens, one student of the group uses a smartphone to record then the clip will be shown in front of the class before giving some comments on the clip The comments should pay attention to both verbal and non-verbal forms of communication of the students in the interviews Such as questions, answers, voice, intonation, facial expression, gestures, postures, and eye contact…

After receiving the comments, they will have other interviews with other students in school and the second clips will be watched in the class to compare with the first The group have to choose one student, on behalf of the group to report what they have by making a speech in front of class

When students are familiar with these interviews, they will have interviews outside not only in school but they can travel to other places to make interviews then report in front of the class

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Here, we take two topics “Learning English” and “Family”

POSTER 1:

Conversation cards

Quotes to discuss

 Learning is a treasure that will follow its owner everywhere

~ Chinese Proverb

 Anyone who stops learning is old, whether at twenty or eighty

~ Henry Ford

 I hear, and I forget I see, and I remember I do, and I understand ~ Chinese Proverb Teachers open the door, but you must enter by yourself

~ Chinese Proverb

What are the qualities of a good teacher?

computer-literate handsome/pretty

creative patient

friendly resourceful

funny sensitive

good listener slow speaker

good with technology strict

helpful sympathetic

modern well-educated

motivating

objective

open-minded

organized

 Add your own ideas

 Tick maximum three boxes

 Make a whole-class top-5

How long have you been learning

English?

How long will you keep learning?

How often do you use English outside of the classroom?

Do you think this is enough? How could you practice more?

Why are you learning English?

Explain

What do you find difficult when

learning English?

Discuss

What (or who) motivates you to learn English?

Compare with others

According to you, which is the most important: grammar or vocabulary?

Explain why and share ideas

What kind of classroom

activities do you like most?

Make a list

What could a teacher do to make lessons more interesting? Give suggestions

How do you memorize new vocabulary or grammar rules?

Discuss in group and report to the class

Is it more important to speak

fluently (= without pauses or

thinking) or accurately (=

without making mistakes)? Why?

Are dictionaries allowed during exams?

If not, should they be allowed? Explain why

Do you think homework is useful

or just a waste of time?

What kind of homework do you prefer?

What can you do to improve your

English?

Work in group and make a list of

ideas

Do you prefer teachers who speak English only or teachers who sometimes use your language? What is best?

How long does it take to become

proficient in English?

(= really good at) Compare your idea with others

What do you think about your

course book?

Say what you like and don’t like

about it

‘Learning English is a complete waste of time I’ll never use it later anyway.’

Do you agree?

Have you ever been to an English speaking country or talked to a foreigner in English?

Describe your experience

LESSON PLAN Optional lesson Hoang Mai high school’s students' learning English Students’ level: 10th grader (CEFR: B1-1) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

A OBJECTIVES

By the end of the lesson, students will be able to:

1 Define the topic of the lesson: “Learning English.” By looking at the pictures, watching the interview clips, answering and discussing the questions

2 Identify vocabulary related to the topic or make sentences: Learning English

3 Identify the general idea and the specific information by watching the interviews

4 Recognize different ways of learning English or choosing a suitable one

5 Make other interviews with students in the same class or other classes Note: (or make sentences, or choosing a suitable one, or other classes.) These are for good classes

B LANGUAGE FOCUS

Key language items

Vocabulary: Some words relating to the topic “Learning English”

Fluent, accurate, allow

Grammar: Kinds of questions

Wh word – questions

Yes, no questions

C INSTRUCTIONAL RESOURCES

- Slides, pictures, clips, TV, Computer, Smartphone

- https://www.pinterest.com/ : web to choose topic paper

- https://www.pinterest.com/pin/752382681494751038/ : Topic paper

- https://youtu.be/KGk7XBvq6N8 : Students‟ interview 1

- https://www.youtube.com/watch?v=7Cniy9o6D_s Students‟ interview 2

https://www.youtube.com/watch?v=txwovLSnw5k

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STAGE 2: ASSESSMENT EVIDENCE

products

Assessment tools

1 Look at the picture, answer and discuss some

questions

Students‟ answers Possible

answer Observation

2 Give the correct form of the words, match

them with the suitable pictures

Students‟ answer Answer key

4 Discuss the interview and themselves Students‟ talks Observation

5 Practice and prepare for their duty Students‟ talks Observation

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Activity 1: Warm-up:

- Ask students to look at the picture and guess: “What are they using smartphones for?”

- Check and confirm the answers

Answer key: to make an interview/ to take photograph/ record a clip/ to learn English…

- Ask students to look at the picture again and guess

What is the interview about?

Answer key:

Write some of students‟ answers on the board

Lead students to the lesson

Lead-in: “In our lesson today, we will watch 2 clips our friends made Watch and check whether your guessing answers are right or wrong.”

Activity 2: Vocabulary

Introduce some words:

Eg: Mr Ha has been living in England for 5 years so he speaks English very

fluently

What does the word “fluently” mean in Vietnamese?

Suggestion answer: trôi chảy

- Fluent (adj) fluently (adv)

Ask a student: Five and five is…….: A student answers: 10

Teacher says: It is accurate

Teacher asks class: What does the word “accurate” mean in Vietnamese?

Suggestion answer: chính xác

- Accurate (adj) accurately (adv)

You are not allowed to smoke here

What does the word “allowed” mean in Vietnamese?

Suggestion answer: được phép

- Allow sb to do st

- Be allowed to do st

Ask students to listen and repeat

Answer key: 1-(fluently) – B 2- (accurate) - C 3.- (are not allowed) A

Activity 3: Watch the interview clip and answer questions

https://youtu.be/KGk7XBvq6N8

3.1: Ask students to watch the clip two times

Which is the picture relating to the interview?

Answer key: D

3.2: Ask students to watch again and answer the questions

Questions for Interview 1

1 Where are they?

2 Who are they?

3 What are their names?

4 What‟s Yen doing?

5 How long have Quynh and Vy been learning English?

6 How long will they keep learning?

7 How often does Quynh use English outside the classroom?

8 According to Vy what is the most important, vocabulary or grammar?

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9 Is it more important to speak fluently or accurately, according to Quynh?

10 According to Vy, is doing homework useful or a waste of time?

11 Are they allowed to use a dictionary during the exam?

12 Has Vy ever been to an English speaking country or talked to a foreigner

in English?

Suggestion answers for Interview 1

1 Where are they?

They are at school yard

2 Who are they?

They are students of Hoang Mai high school

3 What are their names?

They are Yen, Quynh and Vy

4 What‟s Yen doing?

She is interviewing 2 students in class 10A10

5 How long have Quynh and Vy been learning English?

Quynh‟s been learning English since she was in class 1< for 9 or 10 years> Maybe Vy 7 years has been learning English for 7 years

6 How long will they keep learning?

+ Quynh will keep learning all of her life

+ Vy will stop learning when she thinks it is enough

7 How often does Quynh use English outside the classroom?

She uses English every free time

8 According to Vy what is the most important, vocabulary or grammar? She thinks both of them play an important part in learning English

9 Is it more important to speak fluently or accurately, according to Quynh? She has a wrong answer

10 According to Vy, is doing homework useful or a waste of time?

It‟s useful

11 Are they allowed to use a dictionary during the exam?

No, they aren‟t

12 Has Vy ever been to an English-speaking country or talked to a foreigner

in English?

No, she hasn‟t

Activity 4: Discussion

Ask students to work in pairs and talk about the ways to make good interviews (Both interviewers and interviewees)

Paying attention to:

face to face activities

body languages

gestures

eye‟s contact

………

4.1 About the interview Ask students to discuss Questions and answers What the interviewer/interviewee should do What the interviewer/interviewee shouldn’t do 1 Does the interview introduce her self? - ………

2 What does her face tell you when she is asking? ………

3 What is she doing when the two students are answering? ………

4 Did she prepare carefully before the interview? ………

5 Does she pay attention to the information she gets? ………

………

………

………

………

………

………

………

………

………

………

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7 How many people take

part in the interview?

………

8 What tools do they use

to make the interview?

Questions and answers

What the interviewer/interviewee

should do

What the interviewer/interviewee shouldn’t do

1 Does the interview

introduce herself?

- No

2 What does her face tell

you when she is asking?

- She does not learn by

heart the questions

3 What is she doing

when the two students

are answering?

- She thinks about next

question

4 Did she prepare

carefully before the

interview?

- Yes, she did But

maybe this is the first

time

5.Does she pay attention

to the information she

Introduce herself

answering the question

Analyze some answer, pay attention to what they answer

Prepare more Answer the questions before

Express the satisfaction

Keep her eyes to the paper much

Keep her face to other places

Keep her eyes to the paper much

Prepare only questions

Ignore the information