Sáng kiến kinh nghiệm Enhancing speaking skill through post listening and post reading activities for grade 10 and grade 11 students at Cua Lo Upper secondary school

Nội dung tóm tắt: Sáng kiến kinh nghiệm Enhancing speaking skill through post listening and post reading activities for grade 10 and grade 11 students at Cua Lo Upper secondary school

1. the content - Explain the duty for the last - Pay attention to the teacher’s part of the lesson. 1 minute explanation and think about the activity - List the cues from the passage - Note down the cues and try to and make a model connect with the events 2 minute + 19th century + 1905 + 1910s + 1915 + 1920s Model: + 19th century -> The - Pay attention to the model history of cinema began in the early 19th century. ( focus on the verb tense as well) - Practice describing the events - Ask students to continue with the cues 4 minutes describing the events using the others Try to connect the events to have a talk about the cinema. - Observe and help them to finish their duty. - Have some students present - Be eager to choose the ticket their talks by choosing the - Respond to the requiring task ticket requiring their presentation or allowing them to get a gift. ( This step makes the atmosphere more exciting - Feel more stimulated and and attractive) motivated. 4 minutes - Listen to their presentation and give remarks to encourage them to practice more enthusiastically. As mentioned above this activity is useful for students to talk about the events logically and closely. The students are encouraged to practice naturally. They seem 20
2. to become more confident when speaking in front of the class which helps them overcome the shyness to get used to public speaking. 21
3. PART C: CONCLUSION I. RESULTS OF THE EXPERIENCE APPLICATION: Applying this method during the teaching process, we have obtained some good results. First, students are more interested in their study, more active and eager to enrich their knowledge and develop their communication skills in English. The atmosphere in our speaking classes is more exciting. Most of students are no longer upset or worried whenever they are asked to speak English. It is simply because they needn’t spend too much time thinking about what to say in Vietnamese and then try to translate into English to find out that they do not have enough vocabulary and grammatical structures to express their ideas. They just pay attention to the lessons given and try to imitate to create their own stories, of course with a wide range of language features supplied. In addition, this method helps students to develop the ability to react very fast in communication to keep the flow of the conversation because they have chance to practice talking about various topics. Simultaneously, the method also helps students feel more confident and more natural in communication. We can see the differences between the quality of the same classes before and after adapting the method in the two tables below * The quality of students speaking before applying the method Class Number Good level Fair level Average level Weak level of students Number Percenta Number Percenta Number Percent Number Percen of ge of ge of age of tage students students students students 11A1.1 45 6 13,3% 10 22,2% 15 33,33% 14 31,1% 11D1.1 45 5 11,1% 12 26,66% 13 28,88% 15 33,33% 10T1 43 7 16,27% 8 18,6% 16 37,2% 12 27,9% After one year of applying the method, our students not only enjoyed themselves in our speaking classes but also made good progress in learning English. I think this is partly 22
4. because they are more interested in English. Below are the results of the speaking test at the end of the first term. The speaking test accounts for 20% of the total in their term test. * The quality of students speaking after applying the method Class Number Good level Fair level Average level Weak level of students Number Percentag Number Percent Number Percentag Number Percent of e of age of e of age students students students students 11A1.1 45 12 26,66% 21 46,66 9 20% 3 6,66% % 11D1.1 45 11 24,44% 23 51,11 7 15,55% 4 8,88% % 10T1 43 13 30,23% 19 44,18 8 18,6% 5 11,62% % Clearly, that the number of students making progress in speaking English and being confident to speak English has increased as the result of the applying the given activities for the post reading and post listening at my school. Thus, we can state the effect of the method is so active. Moreover, it is not very difficult to apply it provided that we are always willing to perform. We have also carried a survey about opinions and feelings of the students and the teachers of English applying the techniques for post reading and post listening activities to know the effects of the technique. The results from 133 asked students and 9 teachers of English group are given on the two tables below * The survey for students Participants’ satisfaction feedback on the activities used in the post reading and post speaking parts Advantages of the Completel Agree Don’t Disagre Completely activities y agree know e disagree 1. It helped me practice 120/ 133 8/133 5/133 0 0 English effectively 2. It made me like 115/133 9/133 9/133 0 0 English more 23
5. 3. It corresponded to my 110/133 12/13 11/13 0 0 English level 3 3 4. It fit my needs 112/133 15/13 5/133 1/133 0 3 5. It made me more 102/133 28/13 3/133 0 0 confident to speak before 3 people * The survey for teachers of English Users’ satisfaction feedback on the activities used in the post reading and post speaking parts Advantages of the Completel Agree Don’t Disagre Completel program y agree know e y disagree 1. It helped students 8/9 1/9 0 0 0 practice their speaking skills of English 2. It made students like 6/9 3/9 0 0 0 English more 3. It corresponded to 7/9 2/9 0 0 0 students’ English level 4. It fit students’ needs 7/9 2/9 0 0 0 5. It should be used more 8/9 1/9 0 0 0 often Obviously, that the number of members who support the activities is greater than the opposite ones. The supporters find the activities interesting, useful and beneficial. According to them, the activities should be used more often. Therefore, we would like to share the experience of creating the English spaces with those who are concerned with the improving the English competence for their students, especially in the age of globalizing and assimilating into the English speaking countries. 24
6. II. SUMMARY: It is an agreed fact that language is learnt by speaking it first after a lot of listening to the sounds, words, phrases and sentences from the surroundings (Anuradha, Raman & Hemamalini 2014). In upper secondary education, teaching students to practice speaking English in the curriculum creates a good condition for them to develop their skills in their higher education. However, teaching and learning to speak English are not easy. Both teachers and students have a lot of difficulties. Writing this topic, we hope to help English teachers and students out of difficulties so that students will enhance their speaking skill especially in the situations which most of the speaking lessons in the textbooks are omitted due to the Covid 19 pandemic . We always appreciate our colleagues’ opinions and support to help us complete our project. One of the successful things of this topic is that students can get out of the fear of the speaking English. On the contrary, to some extents, students may get the satisfaction whenever they have a chance to practice speaking English. They have become more and more interested in listening and speaking English. Moreover, students not only improve their skills but also widen their vocabulary. Thus, the topic has contributed to making students more interested in English. Although the writers made every effort to complete the topic, there may be some unavoidable mistakes. We hope to receive more comments and feed-backs from colleagues as well as students to complete the topic in a more successful way so that it can help students improve their speaking skill as well as help them build up their confidence. III. PROPOSALS: Having applied this teaching method for a school year successfully, we have got some results as well as precious experiences as follow: 1. Teachers always have to create a foreign language environment during the classes and use English as the main language to communicate with students so that they get familiar with the “English environment”. Moreover, depending on the students’ level in each class, teachers may ask students to produce the language . To do all these things well, teachers have to keep on studying to broaden their knowledge and improve their speaking skills. 2. Teachers also try to encourage students to use English to communicate. 3. Teachers shouldn’t pay too much attention to students’ mistakes when they are speaking English. Just let them listen and speak naturally. Never stop them when they are trying to express their thoughts and ideas in English because this 25
7. may make them feel bad and stressed when they listen and speak English. 4. Teachers should ask students to practice speaking at home and record their presentations to teachers through media available like Zalo, Messenger, Padlet, . 26
8. SOME IMAGES OF SPEAKING ACTIVITIES 27
9. REFERENCE BOOKS 1. Tieng Anh 10 (2006), Nxb Giáo dục. 2. Tieng Anh 11 (2006), Nxb Giáo dục. 3. Carter, R. &Nunan, D. (2001), Cambridge Guide to Teaching English to Speakers of Other Languages, Cambridge University Press. 4. Brown, G. and Yule, G 1983. Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge: Cambridge University Press. 5. Klippel, F. 1987. Keep talking: Communicative fluency activities for language teaching. New York: Cambridge University Press. 31