SKKN Suggestions for improving speaking skill in the new textbook “Tieng Anh 10” to encourage students’ participation in speaking activities

Nội dung tóm tắt: SKKN Suggestions for improving speaking skill in the new textbook “Tieng Anh 10” to encourage students’ participation in speaking activities

1. - Students: Textbook. III. Procedures: Time/ stage Activities Interactions 1.Warm-Up The purpose of this activity is to create a Tsts comfortable class atmosphere for sts to study and 3 minutes to introduce the lesson. - Ask sts some questions about daily routine. + What time do you get up? + What do you do in your freetime? + Do you like eating breakfast? + Do you read book in the evening? + Do you like playing game? + Do you have any habits? what are they? Teacher leads in new lesson by: talking about good and bad habits, ways to get rid of bad habits 2.New lesson Activity 1: Answering the questions Pair work 12 minutes Which of the following habits are good for you? T sts - Let Sts to discuss in groups and find out which habits are good for them and which are bad for them? - Have Sts look at the list of habits in the textbook - Ask Sts to work in pairs to decide which ones are good and which ones are bad and explain their choices to the partner by talking about the effects of these habits on them - Call on some Sts to report their partner‟s choices and explanations - Provide some sample sentences for Sts of lower proficiency to talk =>There are a lot of reasons why some habits are 34
2. good for us. Firstly such habits as doing regular exercise and keeping a routine are good for our health. Besides some habits such as reading regularly help us to enrich our knowledge. In addition, other habits make us to behave better and live more independently. - Provide final comments on Sts‟ ideas, pronunciation, fluency and the use of vocabulary and grammatical structures. Activity 2: role-play The purpose of this activity is to choose one bad habit, make a list of Dos and Don‟ts and suggest Group work 26 minutes some other ways to kick it. - Prepare a script of a role-play about habits (at home). - Encourage Sts to share their ideas from their own experience if possible. - Go around and offer help if necessary. - Call on some representatives from the groups to act out the role-play and record their preparations - Replay the video then give comments and marks. - Provide final feedback and comments on Ss‟ Performances. - Have some compliments for sts‟ performances to motivate them - Ask Sts to summarize the main points of 3.Consolidation Individual the lesson. work 2 minutes - Ask sts to prepare for the next lesson 4. Homework Tsts 1 minutes 35
3. 3.3. Results and Discussion Having taught 2 classes with different orientations (with and without changing the activities in the new textbook), we see the differences of the attitudes and results between them. Their presentations are assessed through a speaking rubric (given in appendix 2) including a number of criteria, namely organization, explanation of ideas and information, eyes and body language, voice, visual aids, response to audience questions, participation in team presentation. On the other hands, with the aim of the study, I also focus on the attitude and effectiveness of adapting some techniques in speaking classes. Last but not least, the finding of the study has shown out the results of students in speaking classes. Students who has been applied the techniques have better presentation skills than the students who carry out the speaking tasks without any adaptations. Most of them feel more motivated in speaking when performing before class. The atmosphere of speaking class is more interesting and comfortable when receiving the motivation and compliments from teachers. 36
4. PART III: CONCLUSION AND RECOMMENDATIONS 1. Recapitulation and Implications As we has mentioned from these first parts, the purpose of the study is to investigate these factors that are affecting speaking skill, explore some difficulties in speaking skill of the 10th grade students at Le Viet Thuat High School and provide some suggestions and implications in English learning and make a contribution to teaching materials. The study has basically gained its aims through the combination of techniques and modifications in many speaking activities. We have conducted an experimental teaching period to get a reliable result for the study. By using appendices, we handle the figures by qualitative and quantitative methods. The survey has shown that our project has brought out a significant change in learning and teaching speaking skill. In our opinion, giving motivation, using techniques and modifications are excellent way to encourage students participate in speaking skill. 2. Limitations The research only focuses on the teachers‟ views, attitudes, thinking and knowledge on the benefits of learning in term of creating motivation for students, improving speaking skill, learning autonomy and teamwork skills. The research was conducted in the form of mixed research method but there is a limited number of participants because of covid 19 disease circumstance. If there are more participants, the results might have been more reliable. 3. Recommendations From the finding results, we are hopeful that this study can be the basic for everyone who pays attention to enlarge and deepen on communicative skill. We recommend that future studies about the topic relating to oral skill will be carried out and others authors will give more and more pedagogic recommendations to assist their students to communicate better in target language. 37
5. REFERENCES 1. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. 2. Bygate (2006) - Current Trends in the Development and Teaching of the Four Language skill, (1987)- Speaking Oxford: OUP 3. Jo Mac Donough (1995) Spoken Language: What is it and How to Teach it: Cambridge University Publishers. 4. Grace Stovall Burkat(1998) - Learning Strategies, London: Routledge and Prentice Hall Publishers. 5. Hayirie Kaky - Strategies Competence in Foreign Language Teaching: Aarhus University press. 6. McDonough J, & Shaw, C. (1993), Materials and Methods in ELT. A Teacher‟s Guide, Oxford: Blackwell Publishers. 7. Carol J. Orwig- Guidelines for a Language and Culture Learning Programe: Chicago: SIL International. 8. Victoria University of Wellington- Language Teaching Techniques APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS Please fill in the information and circle on the answer you choose Your name: Age: 1. How many years have you been learning English? 2. According to you, which skill is the most important in learning English? A. Reading C. Listening B. Speaking D. Writing 3. Are you interested in speaking lesson? A. Yes B. No Give the reasons why 38
6. 4. How do you think about the speaking topics that new textbook give to you? A. Interested and motivated B. Excited and ready to talk C. Boring and uncomfortable D. Embarrassed and nervous 5. When having conversation, do you understand your partners' idea? A. Easily although they sometimes express inappropriately B. Sometimes it is difficult to see what they mean or they cannot make it clear C. Usually get trouble with understanding 6. What do you think about your English speaking skill? 7. Which factors affect your interest in speaking lesson? . 8. Do you have your own suggestions to improve English speaking skill? Let’s list out Thanks a lot for helping me ! 39
7. APPENDIX 2 APPENDIX 3: STUDENTS’ PRESENTATION RESULTS Class 10T ( taught without modification) NAME SCORE 1 Nguyễn Bảo An 8 2 Nguyễn Thị Vân Anh 6 3 Trần Nguyên Anh 8 4 Vũ Duy Anh 7 5 Đặng Quốc Bảo 7 6 Nguyễn Phạm Danh Danh 7 7 Phạm Trí Dũng 8 8 Võ Trọng Dũng 7 9 Đào Thị Ánh Dương 8 10 Hồ Đức Dương 8 11 Dương Xuân Đạt 6 12 Nguyễn Đình Đức 6 13 Phạm Hồng Đức 7 14 Nguyễn Trung Hoàng Gia 8 15 Thái Doãn Minh Hiếu 7 16 Nguyễn Văn Hoàn 7 17 Phan Khánh Hoàng 7 18 Trần Xuân Huế 6 19 Nguyễn An Huy 7 40
8. 20 Nguyễn Duy Khánh 7 21 Nguyễn Văn Khánh 7 22 Doãn Văn Trung Kiên 7 23 Nguyễn Thị Thảo Linh 8 24 Nguyễn Thành Long 8 25 Trần Văn Hưng Nhân 8 26 Nguyễn Trọng Phước 7 27 Hoàng Nghĩa Quang 8 28 Phạm Vinh Quang 7 29 Nguyễn Đức Quân 7 30 Phạm Minh Quân 7 31 Lê Viết Sang 7 32 Trần Huy Sơn 7 33 Phan Tuệ Tâm 8 34 Ngô Đức Thắng 7 35 Ngô Quang Thắng 6 36 Nguyễn Xuân Thắng 6 37 Lê Thị Quỳnh Trang 7 38 Vũ Lê Bảo Trân 8 39 Dương Văn Viết 7 40 Trần Quốc Vũ 6 APPENDIX 4: STUDENTS’ PRESENTATION RESULTS Class 10D6 ( taught with modification) NAME SCORE 1 Bùi Kiều Anh 8 2 Nguyễn Minh Anh 7 3 Nguyễn Quỳnh Anh 8 4 Lê Thị Hồng Ánh 8 5 Trần Minh Ánh 7 6 Đinh Thế Bảo 9 7 Ngô Linh Chi 8 8 Lê Văn Cường 9 9 Nguyễn Văn Dũng 7 10 Dương Xuân Đạt 7 11 Đặng Thành Đạt 7 12 Nguyễn Cao Xuân Đạt 8 13 Nguyễn Thu Giang 8 14 Trần Thị Phương Hoa 9 41
9. 15 Hoàng Thị Thu Hoài 9 16 Mai Thế Huy 8 17 Hồ Phương Linh 9 18 Dương Thị Khánh Linh 8 19 Phan Thị Huyền Linh 8 20 Vũ Thị Trang Linh 9 21 Nguyễn Đức Long 8 22 Lê Nguyễn Công Lực 8 23 Tô Khánh Ly 8 24 Hoàng Mạnh 7 25 Phạm Thị Yến Ngọc 9 26 Trần Thị Hồng Ngọc 9 27 Nguyễn Lê Nguyên 9 28 Nguyễn Thị Yến nhi 8 29 Nguyễn Anh Phong 8 30 Nguyễn Mai Phương 8 31 Ngô Sỹ Trung Quân 8 32 Lê Diễm Quỳnh 8 33 Phan Thị Diễm Quỳnh 8 34 Hoàng Nghĩa Sơn 8 35 Thái Diệu Thùy 8 36 Nguyễn Anh Thư 8 37 Phạm Hà Thương 8 38 Võ Hà Thương 7 39 Nguyễn Thị Hồng Vân 7 40 Phan Hà Vi 7 41 Phan Phương Vi 7 42
10. APPENDIX 4: PICTURES OF STUDENTS’ PRESENTATIONS 43