So, how do we apply positive teaching methods to teaching Englishspeaking skills to help students confidently use English?. Therefore, learning English not only reads text and understand
Trang 21.1 The reason for choosing topic:
In the current period of national renewal, human resources play a veryimportant role Therefore, improving the quality of comprehensive education,training people to develop physically, intellectually, application capacity andcreativity is an urgent issue of education The innovation of teaching methodstowards positive activities of learners is the task and responsibility of the wholeindustry, of each school and of each teacher
With that requirement, English subject in the period of integration anddevelopment, boom period of information technology, it plays a very importantrole, has it as a jewelry item, but in reality it is not it is indispensable in dailylife, study and work We realize that, in the pilot English program, we must uselanguage to communicate and work regularly This is also the reason whylearning English at all levels is always interested by parents, students andteachers However, learning English is an effortful process, the efforts of bothteachers and learners must always improve their knowledge every day To havepatience in learning English, teachers should arouse interest in learning a foreignlanguage, it requires creativity, mobility of teachers and rhythmic combination
of learners
As an English teacher, I always research and think of effective solutionsand directions to help students gain confidence and apply flexible speakingskills in the classroom However, according to the program to change the newEnglish textbook, a book has both good content and form that satisfies topicsacross four skills: Listening - speaking - reading - writing, each skill contributes.important part However, I find that speaking skills play a necessary role tomake the lesson more lively and students feel more confident Although mostteachers know that, there is still no way to improve English speaking efficiency
in the lessons Students themselves are also very shy to speak and not confident.This leads to a very limited and ineffective English speaking performance inclass So, how do we apply positive teaching methods to teaching Englishspeaking skills to help students confidently use English?
With many years of teaching experience, I have gained some experience
to improve my English speaking skills, which I think is effective So I boldly
students grade 7 at Secondary School"
1.2 Research purposes:
By presenting this topic, I would like to share my little effort to helpEnglish teachers at the district's high schools get ideas about teaching speakingskills that make lessons come alive and flexible Besides, I also want to givesome methods suitable for activities in class Furthermore, I would like tocontribute a bit of my effort to create the excitement of the English event
1.3 Research subjects.
Trang 3The topic is applicable to students in grade 7 and teachers of English atsecondary school level.
1.4 Research Methods.
- Method of summarizing through work experience and teaching
- Research, gather experiences Thereby synthesizing assessment of the level ofawareness as well as the ability of students to absorb lessons
- View pedagogical materials related to research issues on active teachingmethodology and teaching speaking skills in English subjects
- Find out relevant information in teacher books, in books and articles and on theInternet
- Research based on observation method: attending class time of colleagues
- Investigate, compare, analyze, synthesize
- Experimental method: Instructing colleagues to attend the hour, then exchangeand learn from experience
2 CONTENT
2.1 Basis for argument
According to the project "Teaching and learning foreign languages in thenational education system in the period 2017 - 2025" signed by the DeputyPrime Minister on behalf of the Prime Minister, the Decision No 2080 QD /TTg approved, adjusted and supplemented December 22, 2017 The mainpurpose of the foreign language education system is to complete the innovation
of foreign language teaching and learning in the national education system.Implement new language teaching and learning programs at all levels ofeducation, training levels, capacity building, foreign language use, meetingneeds and working Strengthening the capacity and competitiveness of resources
in the integration period, contributing to building and developing the country,creating a foreign language foundation for universalization by 2025, themajority of young people will graduate from lower secondary schools , collegesand universities have the ability to use foreign languages independently Theyare confident in communication and learning, working in integration, multi-language, multicultural environment; making foreign languages a changingstrength of Vietnamese people
Therefore, learning English not only reads text and understands grammar
as before, but modern learners must master four skills: Listening Speaking Reading - Writing and especially speaking English fluently, confidently willuseful service for work and life in harmony
-Therefore, to achieve the above goal, it requires innovation in teaching andlearning foreign languages in the curriculum With the content, the trainingprogram is suitable to overcome the limitations and difficulties that students face
Therefore, teaching to speak English means teaching students to:
Trang 4- Proficient in English to express goals, capable of thinking in logical order.
- How to speak sound in English and use English sentence patterns
- Use words, stress and intonation
- Choose the right words and phrases in all contexts
- Use fluent and fluent in English as possible
2.2 The reality of the problem
2.2.1 Structure of English textbooks 7
With very different topics as well as contents attached to the daily life ofstudents The book's content consists of 12 units and is divided into four maintopics:
+ Topic 1: About people: Lesson 1: My hobbies, Lesson 2: Health, Lesson 3:
Community services
+ Topic 2: Culture: Lesson 4: Music and art, lesson 5: Vietnamese food and
beverages, Lesson 6: The first university in Vietnam
+ Topic 3: Travel: Lesson 7: Traffic, Lesson 8: Movie, Lesson 9: Festivals
around the world
+ Topic 4: About the future society: Lesson 10: Energy sources, Lesson 11:
Travel in the future, Lesson 12: A world too crowded
Alternating among these topics is the 1,2,3,4 assessment that helpsstudents review vocabulary, grammar and communication in all topics
In addition, each lesson in English 7 textbook has 7 sections divided intoseven periods:
+ Period 1: Beginning: Helping students get acquainted and excited with the
topic of the lesson
+ Period 2: Look more closely 1: Provide students with necessary vocabulary
for the topic of the lesson
+ Period 3: Look more closely 2: Provide necessary grammar for the topic of
the lesson
+ Period 4: Communication: Create practical opportunities for students to
communicate
+ Period 5: Skills 1: Develop reading and speaking skills in each topic.
+ Period 6: Skill 2: Developing listening and writing skills.
+ Period 7: Review and Project: Review knowledge of total lessons and provide
opportunities for all students to undertake small group or pair projects
With the new content and structure of the English textbook 7, four skills:Listening - Speaking - Reading - Writing are focused, especially speaking skillsare mentioned more often than the old textbook In the 7 parts, although learning
Trang 5grammar or vocabulary, speaking is used as an important complementary skill, itdelivers the end result of the lesson In particular, all Communication, Projectsand a part of Skills 1 focus primarily on speaking skills.
2.2.2 The current situation of teachers and students
a For teachers
The pilot scale of the new English program has been taught in mostschools, and defining communication as a "destination" in education is practical,but also poses many challenges, especially for teachers Students - the boatmenbring students to the knowledge base Under the project to teach and learnEnglish in the national education system in 2020, English teachers must havetwo levels of language teaching capacity compared to the general teaching level.However, the current situation is that some teachers do not have thequalifications to meet the appropriate requirement in teaching new textbooks
In addition, teachers feel shy about designing complementary activitiesand incorporating activities in the book The content is relatively long compared
to the allotted time Teachers have difficulty arranging activities over a period oftime and they do not have a lot of time to correct errors for English speaking andpronunciation students Lessons are also a factor to be considered In fact, thesurvey shows that teachers have not focused on organizing active learningactivities to practice speaking skills for students Instead, many activities focus
on grammar explanation and homework
Not only talking about foreign language ability but also knowledge of thelesson, some teachers still feel quite new to the topic of the lesson
Example: English 7 - Unit 8 - Movie It is about the film in the textbook,
many English teachers do not understand the information of the films, sosometimes they feel not confident when explaining the content
Or: English 7- Lesson 11 - Future travel - Communication, the topic is
about future transport, teacher has no idea to find a good solution to futuretraffic problem
Regarding materials for teaching, apart from only textbooks and pilotteachers' books, almost the teacher will not find any other documents Thepoverty of materials is the reason why teachers have to work harder whencompiling lesson plans, less active in additional review materials for students
Besides, traditional methods tend to spread information one way: teachersexplain, students copy These methods waste teachers almost any time in classand students have the humility to practice Such learning is no longer in linewith the current trend and in particular learning a foreign language is necessaryfor continuous practice until proficiency, turning what we understand into whatthey use Therefore, it requires teachers to innovate active teaching methods tohelp students speak English more confidently
Trang 6With stage-focused speaking, such as communication, this is the mostdifficult of the four but particularly important With such difficulties, if teachersflexibly arrange and incorporate alternative activities, students can speak morefluently and confidently.
b With students
Students in terms of learning conditions are still lacking a lot, witheconomic difficulties, and inadequate materials for learning Sometimes thereare children who still have to live with grandparents or cousins because theirparents work away from home So very little interest in their studies Most oftheir communication is from ethnic minorities, shy and difficult, so it also partlyaffects their learning process
2.2.3 Status of learning to speak English 7:
In fact, the teaching as well as the capacity development - orientededucational programs of current research, the student - centric and focus on thequality of the output of learning is remarkable When teaching speaking I havefollowed the three - tep process: Speak first, while speaking, after speaking
a In step "Say Before"
* About vocabulary by topic
This is one of the most common problems students face Because there is notenough vocabulary to use English, so they find it difficult to express ideas forlonger and make it confusing to find words that are appropriate for the situation
* About general knowledge by topic
With English 7 textbook, it requires students to have basic knowledge ofeach topic However, there are some new topics students are unaware of thatconfuses them when they come up with their ideas
Example: English 7 - Unith 10: Source of Enenrgy, with some specialized
words "carbon footprint" or nuclear energy also makes students do not want toclassify energy types
* How to choose information suitable for the topic
Once students have basic background knowledge, students will expresstheir ideas However, this topic is too broad with many different opinions,students cannot choose the right idea for the question or the speaking teachergives, which makes them afraid of speaking, afraid of wrong and lack of ideas
Example: Lesson 1- My hobbies - Getting Started, when students express
their interests, they don't know how to choose typical ideas to talk about, making
it impossible for others to guess her interests counter
b In step "While - Speak":
Besides the difficulties in speaking before speaking, in this section,students have too many problems focusing mainly on how to work:
Trang 7* Present ideas when saying:
With the topics in English 7 textbook, although interesting, thearrangement ideas are not that simple When students speak, they often appear
so messy that the listener cannot understand their ideas and content, whichcauses students to speak incoherently and inconsistently
* About Thinking of Vietnamese translation into English
The habit of thinking in Vietnamese to listen and speak English will makestudents inconvenient when speaking This is the main reason why they do notkeep up with the speed of the speaker and it is difficult for them to describe theirthoughts in fluent English
* In groupwork skills
This is an important skill for every student in the learning process Regardingthe division of groups, because students have not practiced much, the groupassignment is not clear Great students do well while others are lazy to practice
Teamwork skills are not really good, sometimes students have too manyideas but they don't know which option is right Students do not listen to othermembers and have a lot of group discussions It takes a long time to discuss So
if we solve this problem, students will have a good teamwork skill
c In step "Post - Speaking"
This is the output of speaking, but students have many difficulties inspeaking
In terms of performance, I find that the students are not comfortablespeaking English, many students are not themselves when communicating inEnglish Some become more daring, others are ashame or serious Besides,when they speak in front of class, they are often afraid of the wrong grammarand the other students laugh at them, so they refrain from speaking or they oftenspeak very quietly with a bow gesture It also renders a lot of informationineffective
In terms of contact practice, students often have difficulty in contactingand moving the content they have learned as a tool for communication
Through research and pointing out the difficulties that students often facewhen learning English in high school, it has inspired me to apply the rightmethods to overcome the maximum difference and help them have something.good conditions to develop speaking skills
2.3 The solutions used to solve the problem
Realizing the difficulties of teachers and students as well as thelimitations of facilities, I have researched and applied a number of specificsolutions in teaching English speaking in grade 7 and achieved it the resultsare clear
Trang 8Depending on each lesson, teachers will have different ways to build theirteaching process With teaching skills, I usually rely on the following steps:
2.3.1 Before speaking( Pre – speaking)
a Introducing new languages:
As I have analyzed the above difficulties, to help students get inspired, Istarted lessons quickly with simple questions to have a comfortable, confidentspeaking English With the aforementioned, I have applied the followingoperations:
+ Greetings / chat in English
+ Observe a picture and then ask and answer about the picture
+ A puzzle
+ A language game (Crosswords, noughts and cross, ect)
+ Do not drop the ball
b Greetings / chat in English:
Faced with the difficulty of not knowing the right information forstudents, I used a way of exploring students' knowledge by provoking orbrainstorming In addition, I have linked with old lessons related to new lessons
in many forms such as: Asking related questions; provide exercises they havelearned, provide context or reason with regard to the "speaking" section
With this technique, I have done some lessons in English 7 textbook asfollows:
Example: English 7 - Lesson 11: Future travel - Communication: Before
starting the lesson, I suggest to students some questions that are closer toeveryday life:
+ "How do you go to school every day ?"
+ "What do you see the traffic problem when going to school ?"
Trang 9Students enthusiastically answering these questions are closer to everyday life,making them comfortable speaking English And sometimes the answers fromsome students are really interesting and special (Example: Students sawproblems: trash lying on the street and people used the places to buybreakfast, etc)
c Observing a picture then asking and answering about the picture
As one of the key items in teaching English, pictures or illustrations are used in
"Before" and have many advantages, helping students navigate lessons andanswer some related questions Observations help students have a clear vision ofthe topic of today's lesson
Example: English 7 - Lesson 3 - Community Service – A closer 1, I used
native speakers to teach vocabulary and then tested their knowledge I allowthem to choose things that match the words learned (Word check: match pictureswith Phrases) From such activities I have extended them to discuss and describeand give ways to help characters in those situations
+ People in the flooded area: People in the water → They need food and clothes
+ Elderly: There are old people → They need care
+ Sick children: The children are in the hospital They need some medicine
Trang 10+ Homeless people: People on the bench have no home → Give them a place tolive.
+ People with a disorder: They can walk or they can see → They need our help
Example 3: Lesson 9: Festivals around the world- Communication.
Trang 11Before going into the lesson, I provided students with some vocabularyrelated to the content of the new lesson to give them a glimpse of Thanksgivingfestivals in the West.
Example: English 7- Lesson 9: Festivals around the world- A closer look 1:
I help students remind previous lessons and reinforce their knowledge of thenames of festivals by calling students to describe the picture they have chosenand give their simple example description
+ "Who do you see in the picture?"
+ "You can throw water at people What's wrong?"
Trang 12
e A language game (Crossword, cross and cross game, ect)
In teaching English to students, using games as an effective and usefulway to create a happy learning environment and engage students in the lesson,contribute to improving their learning awake; trains students in foreign languageskills and stimulates fun and inspires their speaking skills
Example:
English 7- Lesson 5: Vietnamese food and drink - Communication
I have students play games to reinforce their vocabulary and consult to talk about food groups By participating in noughts and cross-games in groups, It stimulates competition among groups and makes them forget about the shyness of speaking English.
Eg: The lemon is too sour to use this food.
f Don’t drop the ball
This technique is used as a familiar communication game, it helpsstudents remember longer and produces speech reflexes
This method is commonly used in Say Fore When I entered class, I brought asmall ball with me and asked a few short questions, eg " Did you have a goodweekend ?"
After finishing the question, I throw the ball at the students so they cancatch it If the student doesn't answer the question, I quietly take the ball, repeatthe question and start again with another child
As students answer questions, I motion them to throw the ball back at me
If the student answers a short answer eg "Yes", I cannot catch the ball when theyturn around and let it fall off the floor and express dissatisfaction After a shortwhile, I picked up the ball and asked the student, "Where did you go?" andthrow the ball back to that student I kept working until the students answeredmore fully and asked again, eg "Go to the movies What about you?" At thatmoment, I expressed my satisfaction and caught the ball, then threw it at anotherstudent for them to answer
Trang 13+ Repeat drilling and replacement drilling
Free Speaking (Free Practice / Production)
+ List of main points and hot seats
- Practice teamwork skills
a Controlled Speaking (Controlled Practicing)
Students rely on situational tips (through pictures, words, given sentencestructures or conversation patterns) to practice speaking as required Practicalstudies in individuals / pairs / groups under teacher control (correctpronunciation, grammatical errors, given word signals .) Students callindividuals or pairs to practice (repeat) speaking as required
* Repetition drill (repeated exercise )
With the advantages of this exercise, students will get used to the stress, rhythm,and intonation system of English Therefore, the meaning is shown Besides,students can get acquainted with the English sound system through listening -speaking Then, students will be used to choose suitable vocabulary for eachquestion and context
Example: Lesson 1: My Hobby - Getting Started I gave the questions and
answers, each student practicing as a model
Ex: A: Do you like cycling?
B: No, I don't / Yes, I do
Students practice based on a list of interests given phrases that help studentsshape what they are saying
Ex: In three – five minutes, aks many classmates as you can about which hobby
from 3 they like Use the question “ Do you like… ?”
S1: Do you like gardening ?
S2: No, I don’t
* Substitution drill: (Replaced Exercise)
Alternate quests appear primarily in "PRACTICE GRAMMAR" in some units.Students practice listening - speaking as a model based on structure Therefore,
we should proceed from the simple to the complex so that students can practiceeasily and deepen their knowledge of the language they have learned