Sáng kiến kinh nghiệm Some effective measures to improve speaking skills in teaching speaking at Chau Khe secondary school

Nội dung tóm tắt: Sáng kiến kinh nghiệm Some effective measures to improve speaking skills in teaching speaking at Chau Khe secondary school

1. 13 e. Ask “Do you have any questions?”. But sometimes using this question is not wrong, specially if you tried ICQs first. f. Say, “Please start”. Last, but not least be polite! Whenever you want them to do things, say “please“. People will enjoy it and they tend to do it faster and happily. 2.5. Solution 5: Games. Games is a very popular activity that teachers frequently used. Any activity is also considered games when we want students to do and want to find out the winner. It is clear that Games are very positive and have a high motivation. Teacher can design the games such as “changing partners”, “Tic Tac Toe”, “Who am I?” and so on to suit each specific class, each specific object to encourage more students to participate in. Example of using games. (changing partners) Task 4 (Unit 1 – Getting started - English 8) - Students choose one leisure activity from 2 or 3. - In pairs, students talk about it. Try to keep going for one minute each. When the time is up, find a new partner and talk about another activity.
2. 14 Students may: - describe the leisure activity; - say if they have done this activity or not; - share their feelings about the activity. Example of using games. ( TIC TAC TOE) Task 4 (Unit 4: MUSIC AND ARTS – Skills 1 - English 7) With a partner, draw a TIC TAC TOE board, like the one below. Then, write numbers 1 to 9 in the boxes. You can put the numbers anywhere you like! 1 2 3 4 5 6 7 8 9 1. Give the names of two Vietnamese musical instruments. 2. Sing a song in English. 3. Who is your favourite singer? Why? 4. Talk for 30 seconds about what you see when you visit an art gallery. 5. How often do you go to a concert? Tell your partner about the last concert you went to. 6. Who is your favourite Vietnamese musician? Why? 7. Talk for 30 seconds about your favourite instrument. 8. Name one of your favourite painters. 9. Who can draw the best in your class? What does he/she often draw? Decide which partner is 'X', which is 'O' and who will go first. The first player chooses a box and calls out a number. Example: Player 1: I want number 2. Player 2: OK, sing a song in English! Then he/she has to sing a song in English to get that box. Example of using games. ( Who am I?) Task 6 (Unit 6: FOLK TALES – Skills 1 - English 8)
3. 15 Work in groups. One student imagines he/she is a character in a story in 4. The others can ask three Yes/No question to guess which character he/she is. Example: Student 1: Are you evil? Student 2: Do you live in a castle? Student 3: Do you have long hair? Student 4: Do you have a tail? Student 5:
4. 16 Teacher may go round to provide support if necessary. 3.2. The results achieved. After applying these measures to teaching speaking skills in class, I noticed that: - Most of the students enthusiastically participated in learning English. They are active and more confident in speaking lessons. They can freely express their ideas, be active in group discussion, then of course they achieve obvious positive results. I have conducted a survey of students in grades 8A, 8H, 7C, 7I at Chau Khe Secondary School, Tu Son city, Bac Ninh province in the school year 2021- 2022. Mostly, the quality of the tests has improved compared to the period before the experiment. * The results of the test on speaking skills at the beginning of the school year (10 score scale) Total >= 8 >= 5 = 8 >= 5 < 5 < 2 Class number quantity (%) quantity (%) quantity (%) quantity (%) 8A 35 4 11,4 19 54,3 16 45,7 10 28,6 8H 38 10 26,3 26 68,4 12 31,6 4 10,5 7C 39 4 10,3 20 51,3 19 48,7 9 23,1 7I 40 8 20 25 62,5 15 37,5 6 15 * The results of the test on speaking skills at the end of semester II(10 score scale)
5. 17 Total >= 8 >= 5 < 5 < 2 Class number quantity (%) quantity (%) quantity (%) quantity (%) 8A 35 10 28,6 25 71,4 10 28,6 3 8,6 8H 38 25 65,8 33 86,8 5 13,2 0 0 7C 39 15 38,5 26 66,7 13 33,3 3 7,7 7I 40 25 62,5 29 72,5 11 27,5 1 2,5 3.3. The adjustment and supplement after the experimental teaching. Through the process of implementing measures to improve speaking skills for students when studying English at Chau Khe secondary school, I personally realized that teachers must be the ones who inspire the students, arouse their love of the subject to be able to create excitement for students to participate in the learning process. If the lesson can attract students, the teacher must really seriously invest time in the process of teaching preparation, design, and organization of learning activities. Researching materials and teaching methods to have quality lessons, suitable for students. The process of organizing students to participate in pair and group activities in classes will not only help students much in improving their speaking skills but help them improve the teamwork skills as well. I myself as a teacher will continue to search for more practical solutions to improve the learning quality of students. As for the students, after the experiment, I also want them to be able to put their experiences into practice more. For example, when participating in the lesson on the topic "Local environment", I want students to have practical experiences about one of the famous handicraft villages of Bac Ninh province such as Phu Lang Pottery Village, Dong Ho Painting Village to get more information to talk about these traditional craft villages.
6. 18 4. CONCLUSION In short, to develop speaking skills for students, it requires preparation from both sides, teachers and students. The design and organization of English speaking activities for classes with a large number of students always pose difficulties and challenges for teachers. However, if teachers follow the teaching process in the direction of communication, learning to understand the needs, interests and characteristics of learners, then they can completely design speaking activities close to the needs of students and objectives of the lesson. This helps to achieve the set objectives of the lesson. The suggestions on how to use some measures in teaching English speaking that the above report hopes will partly help teachers in the process of designing teaching activities to improve the quality of teaching and learn English speaking skills. 5. RECOMMENDATONS AND PROPOSALS 5.1. For English groups. - Maintain regular group meetings twice a month to come up with suggestions and solutions to improve the quality of English teaching. - Regularly innovate in the way of preparing, teaching, applying information technology to teaching, diversifying methods and forms of teaching organization to attract students to the learning process. - Encourage the English group members to be proactive, learn and apply information technology applications in teaching to make lessons more lively. 5.2. For School Leaders. The school management board should - pay attention to encouraging teachers and students to actively innovate teaching and learning methods to improve the quality of teaching English. - organize extracurricular activities related to English speaking in school such as “Ringing the golden bell”, or “English speaking contest” to encourage students to use English more and more. - timely encourage and reward students who have won prizes in English speaking contests organized by the school, the Education and Training Division,
7. 19 the Education and Training Department. 5.3. For the Education and Training Division; The Education and Training Department. - Organizing English playgrounds such as “English Speaking Contest” to help students from different schools exchange and learn from each other and improve their English speaking skills. - Continuing to organize professional activities in the direction of studying lessons, discussing measures to improve the quality of teaching for each type of lesson and class. - Organizing inter-school professional activities to discuss and share experiences about effective measures to improve the quality of English teaching classes, especially speaking lessons. PART III. REFERENCES 1. Ministry of Education and Training- Hoang Van Van- The student’s course book, the teacher’s book (English 7, English 8) 2. Penny Ur (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. 3. Brunei. C. (1984). Communicative methodology in teaching. Cambridge University press. 4. The purposes for speaking. (Florez 1999) PART IV. EVIDENCE OF EFFICIENCY OF THE MEASURES 1. Some images of pair work activities in speaking classes.
8. 20 2. Some images of group work activities in speaking classes. 3. Some images of confident students speaking in front of the class.
9. 21 PART V. COMMITMENT I commit that what I have written and presented in the report are the measures I have taken and applied in my school. The results I have achieved when applying the above measures are consistent with the learning results of students at the school in the school year 2021-2022. Tu Son, January 2nd , 2023 CONFIRMATION OF THE SCHOOL TEACHER (signed and sealed) HA THI HOAI