SKKN cấp ngành 2022-2023

Nội dung tóm tắt: SKKN cấp ngành 2022-2023

1. 19 clear about what has been, is being and will be done or said, and what is more important, they have to take some actions – doing or saying something, to compete in the games. In so doing, they can practise their skills of listening, speaking, reading and writing comprehensively, and especially they get more practice in listening and speaking, which are poor in the traditional teaching method. Professor Littlewood proposed that through games, teachers should help learners go beyond the mastery of structures, to the point where they can use them to communicate meaning in real situations. Game playing is effective in developing students’ communicative ability in that it is a dynamic process of communication in which students as thinking beings, emotional beings and communicators instead of knowledge receptacles, try to get their ideas, concepts, thoughts, emotions and feelings expressed, based on their own life experiences. Psychologist Piaget proposes that movement produces “thought”. He believes that movement is the beginning of learning, and that cognitive frame is built up step by step whose joint is the movement but not the consciousness. In addition, games may help and encourage many learners to support their interest and work. Games can increase motivation to learn the language as students, especially the weaker ones, feel a real sense of achievement when they manipulate a game. Games can provide quite extensive knowledge input. Games can increase students' communication and co-operation with each other. And games can act as a testing mechanism through which they will expose areas of weakness and the need for remedial work. Furthermore, games can be used at any stage in a lesson: at the beginning to diagnose what the students can or cannot do; during the lesson for language practice purposes; or at the end as reinforcement and reward. Students playing language games are encouraged to express their ideas for certain purpose, and they can use different types of games at different stages appropriate for different types of language learning.
2. 20 2. Practical Effectiveness The research has helped improve my own knowledge, abilities and skills in teaching English at a high school. These suggested games have been applied in my teaching speaking skill at Tien Du 1 High School and they seem to be useful to my students. Most of the students find it easier and more comfortable with speaking tasks. This is shown through their high motivation and interest in learning and practising speaking English, their active participation in activities and many students at low levels can carry out speaking tasks by themselves. As a result, students’ speaking skill, to some extent, has been improved during the school years. To improve students’ communication competence, it is likely that debating activities should be combined appropriately with other activities in different skills such as reading, writing and listening. And the students will work better with good grammatical and lexical knowledge. Furthermore, it is necessary that the teacher should not always pay attention to the students’ mistakes. Instead, the teacher should encourage them to use English as much as possible during the lessons and create a friendly learning environment so that the students will be more confident and be ready to receive the new knowledge and methods. In this paper, I share my experiences with the teachers of English in my school and in our province with the hope that we can design better lessons to help the students improve skills in learning English in general and speaking skill in particular. The solutions have been applied at Tien Du 1 High School in this school year. These suggested games have been applied in my teaching speaking skill and they seem to be useful to my students. Most of the students find it easier and more comfortable with speaking tasks. This is shown through their high motivation and interest in learning and practising speaking English, their active participation in activities and many students at low levels can carry out speaking tasks by themselves. As a result, students’ speaking skill, to some extent, has been improved during the school years. Here are some evidences of the efficiency of solutions.
3. 21 THE STUDENT’S PROGRESS IN SPEAKING LESSON (10A8) Total The Percentage Number Before the Research After the Research Students Like 45 37,7 % (17) 77,7 % (35) Speaking Lesson Students’ 45 46,6 % (21) 71 % (32) points ( 5) 3. Proposals a) For School Leaders It is clear that the research benefits students. However, this research carried out in a small group with limited materials and budget. Therefore, it is suggested that further research should be implemented in a large scale with necessary materials. School leaders can help by providing classrooms with facilities such as projectors, overhead projectors, smart screens, laptops and wifi connect so that students can surf the Internet for information relating to the lessons easily. Libraries should have a variety of books that help students with different sources to improve their English. b) For the Department of Education and Training The speaking section in the textbook has some inappropriateness for the success of a speaking lesson in particular context of teaching and learning. Some of the topics are not familiar with the students. There are still many new words in the tasks. And the requirements of some speaking tasks are out of students’ levels. In speaking section of each unit in the upper-secondary syllabus is really overloaded with a lot of tasks. Some of the speaking lessons cannot be
4. 22 completed in a period of 45 minutes. Actually, teachers must adapt the content so that it can be suitable for different levels of the students. It is likely for teachers to get allowance from the Department of Education and Training in order to have interesting and effective speaking classes in the process of teaching and learning English. Further studies should be carried out in the long term, so the result of the research may be more reliable. Research should be conducted in a larger scale with different levels of subjects. As can be seen, it requires more time, work and resources for an extensive program to be successful. It should be great much support and help from cooperators and administrative staff. Speaking skill is really necessary for students to develop their communication competence. It can be recommended that it should be a core part of every language program’s curriculum and it should be included in the GCSE exam in the future.
5. 23 Part 4: APPENDIX * REFERENCES [1] Canale, M., M. Swain. (1980). Theoretical bases of communicative approaches to second language teaching and testing [2] Carrier, Michael. (1980). Take 5 Games and Activities for the Language Learner. Edinburgh: Nelson 's Company. [3] Harmer, J. (1985). The Practice of English Language Teaching. New York: Longman. [4] Kallsen, Loren J. (1987). Advanced Communication Games. Edinburgh: Nelson's Company. [5] Littlewood, William. (1981). Communicative Language Teaching. Cambridge: Cambridge University Press. [6] MaCallum, G.P.(1980).101 Word Games. Oxford: Oxford University Press. [7] Porter- Ladousse, G.(1987).Role Play. Oxford: Oxford University Press. [8] Rixon, Steven.(1981).How to Use Games in Language Teaching. London: Macmillan. [9] Wright, A., D. Betteridge, M. Buckby. (2006). Games for Language Learning (3rd edn.). Cambridge: Cambridge University Press. [10] Willis, J. (1982). Teaching English Through English: A Course in Classroom Language and Techniques (Handbooks for Language Teachers). London: Longman.
6. 24 APPENDIX A List of Assessment Criteria and Evaluating Students’ Tasks No. Criteria evaluation Yes No 1 Was the presentation persuasive? 2 Was the presentation well organized? 3 Did the presenter provide clear, coherent, logical arguments? 4 Did the presentation focus on the central ideas of the debate? 5 Did the presenters meet the burden of proof, based on course materials and/or outside research? 6 Is every statement supported by cited researched evidence? 7 Was the presentation delivery dynamic and effective? 8 Did the presenter make eye contact with the audience? 9 Did the presenter respond to all of the opponent’s points? 10 Did all the member of group participate in speaking?
7. 25 APPENDIX B Handouts 1 a. do the washing-up 2 b. shop for groceries 3 c. do the laundry 4 d. do the heavy lifting 5 e. cook 6 f. put out the rubbish
8. 26 7 g. feed pets 8 h. water the plants 9 i. clean the house 10 j. clean the bathroom
9. 27 APPENDIX C: Activities in Classrooms Fact - finding game (Evidences of speaking classes in the research) Representives of groups presented their report after discussing. (Evidences of speaking classes before the research)
10. 28 Debating Activity (Evidences of speaking classes in the research)