Effective skills for speaking lesson

THANH HOA EDUCATION AND TRAINING DEPARTMENT
NHU XUAN HIGH SCHOOL
EXPERIENCE INITIATIVE
EFFECTIVE SKILLS FOR SPEAKING LESSON
 Author	: Đinh văn Hiểu 
 Position	: Teacher
 Unit 	: Nhu xuan high school
 Subjec : Englíh
THANH HÓA 2018
CATEGORY Page
INTRODUCTION	.1
1. Reasoning theme... .. 1
1.1 Theoretical base..1
1.2 Real base 2
2. Objectives of research..2
3. Limitation of theme2
4. Hypothesis of study..2
5. Implementation plan.3
Content
1. Status and contradiction3
2. Measures to solve problems....4
2.1 Prepare and arrange the topic.4
2.2 Form and organization of speech 4
2.3Prepare a source of knowledge so that students can speak and reflect 
in situation7
2.4 How to stimulate students to practice speaking skills from the 
beginning of class to the end of class? ....7
2.5 Specific steps for speaking.7
 3. Types of exercises used for developing speaking skills 8
3.1 Yes-no question 
3.2 Ask and answer 
3.3 Dialogue 9
3.4 Substitution drills 
3.5 Chain Drills 
3.6 Picture stories 
3.7 Groupings 
3.8 Characters .11
3.9 Mapped dialogue 
3.10 Discussion (Discussion for students with relatively high 
knowledge) 
4. Application effeciency16
CONCLUSION 
1. Meaning of theme for work 
2. Lesson learned - Development
3. Recomendation 
REFERENCES 20
 INTRODUCTION
1. REASONING THEME
1.1 THEORETICAL BASE
As we all know, teaching and learning English in the school has changed dramatically in terms of content and teaching methods to meet the goals and requirements of the reform agenda. The most fundamental point about the new approach is how to promote student activeness and initiative, and to create optimal conditions for students to develop, develop and improve their language skills. communicating rather than providing purely linguistic knowledge. With this in mind, tricks and classroom activities have also been changed and diversified. This is why teachers need to grasp the fundamentals of the new approach, explore teaching strategies and activities from a communicative point of view so that they can be applied in a flexible, appropriate and accessible way. effective.
	In fact, the majority of students - students often face many obstacles, learning difficulties when talking with foreigners. Because communication is a good condition to stimulate learners to use foreign languages ​​effectively. However, this speaking skill is sometimes forgotten because we only evaluate language through knowledge, not knowledge, measured by the ability to use the language. So we have to pay a lot of attention to this skill to equip students with the ability to communicate confidently. To do this, the instructor needs to organize an attractive learning environment to engage more students. This is so new students confident enough, more confident to communicate in a foreign language later.
Knowing that speaking skills are relatively difficult to teach students in rural areas, teachers need to find the best, most appropriate ways for students to feel more excited about learning. For the same reason, in teaching speaking skills, I also have a lot of thinking, application and experience to develop and improve this skill for students. Find the best way to teach your speaking skills and help students understand the importance of the subject, and be more interested in the subject. I have chosen to write the experience initiative "EFFECTIVE SKILLS FOR SPEAKING LESSONS "
1.2 REAL BASE
In recent years, the Ministry of Education and Training has had a policy to renovate the content of the textbook for all levels. Along with the innovation of the textbook content program is the change in a series of forms and teaching methods. To achieve the goals set for each level of education, each teacher strives to improve his / her learning experience, to constantly learn and improve in the teaching process.
In the process of teaching I have learned some lessons for myself. I would like to share with your colleagues to consult and have ideas to help me improve in teaching.
	2. OBJECTIVE OF RESEARCH
The characteristic of teaching English is how each class can learn to use the skills of listening, speaking, reading and writing. How to make the children easy to learn, easy to understand, easy to remember the knowledge that teachers, she has conveyed and used in practice, stimulating the interest in learning. Have a habit of exploring, discovering and creating new ones. Practice in class skills, at home, as well as dealing with the casual situations encountered by students. However, there are many dilemmas that lead to discouragement in learning and communication. It is the responsibility of each teacher to help students overcome challenges, confidence, courage and openness in communication.
3. LIMITATIONS OF THE THEME
- This subject is applicable to all students in high school.
- Used only for teaching speaking skills in English.
- No need to classify students.
4. HYPOTHESIS OF STUDY
Speaking skills are one of the key skills in learning any foreign language. If the learner is proficient, fluently this skill will make them very excited and confident in learning in the immediate and the future. Help them overcome psychological inhibitions when communicating with friends, teachers, strangers or foreigners, and more especially confident in public speaking whether it is speaking a foreign language or a language. mother tongue.
So how do students become proficient in that skill? Is it a gift for each student? Or are students practicing that skill every day to get?
These are questions that have long been asked by linguists and professionals to find effective ways to help learners and teachers to accumulate experience through lessons and practical lessons. From these realities, professionals, elite teachers, and early teachers have accumulated a wealth of experience in teaching foreign languages ​​and have handed down and rewritten them for followers. So far, we have learned a lot of techniques that teach one lesson, but those techniques have not kept pace with the changing characteristics of the subject, the psychology and the aspirations of the students.
5. IMPLEMENTATION PLAN
Every plan we put out has to have goals and plans as clear and detailed as we can succeed. So that:
- We must prepare and arrange the topic in accordance with the capacity and level of the student.
- Teams must be organized in teams.
- Knowledge sources must be prepared so that students can practice speaking and reflecting in situations.
- How to stimulate students to practice speaking skills from the beginning of class until the end of the lesson.
 CONTENT
1. STATUS AND CONTRADICTION
In rural areas, students only have access to a foreign language from grade 6, so they are still a little surprised when they approach the subject. So they do not see the importance of foreign languages ​​should learn to speak through the speakers. Moreover, because of their lack of basic knowledge, they can not keep up with their lessons so they learn lazy and shy. As a result, when the children go to high school, most students learn very weak language with listening and speaking skills, so teachers are very hard at teaching these skills to children.
2. MEASURES TO SOLVE PROBLEMS
2.1 Prepare and arrange the speaking topic
 Do not cling to textbook-like activities because they will make students rigid and dry, not fully explore their ability to explore and be creative in their communication. born. By the easy situation they do not say, then say the difficult situation. Therefore, we should guide the students to follow the topics in the textbook, then do it themselves or in the same group to carry out the topics on the dialogue, self-comment ... in accordance with their ability, then Repeat at class (maybe each child, each group doing many different things).
By doing this, I realized that they were thinking, exploring and saying everything they need to say. They are also excited about the subject, wanting to have a new subject sooner and more talkative because they have the opportunity to express themselves and to express themselves. This not only creates conditions for good students to express themselves but also helps all students in the classroom, especially weak, timid, less English-speaking students. Because they are better advised by students, prepared at home and practicing well, they are not surprised and confident in speaking and communicating in public. I have no conditions to express.
2.2 Form and organization of speaking
 This is also the key skill that determines success or failure in communication. If the class is not active, few students practice speaking skills, it is unsuccessful. If the class is vibrant, not inhibited and many students practice speaking skills then the class is considered successful.
Therefore, I think we should organize the "Open Classroom" - which can take students out of their familiar position to find the right person or stay in place for speaking in pairs. or group is very good (should not sit).
At the same time, the students will be more comfortable to perform their speaking activities as well as to "dance hands, dizziness" to express the meaning of each sentence to the listener.
In the meantime, if you are afraid of the noise of the class, you will be very passive and psychologically inhibited in order to sit in your familiar place. Students can not promote the "vocabulary" they have, by gestures, eyes, and actions, as well as "words" in each language that make the listener understandable. Moreover, if they are only told to sit next to them, they will be very boring and not know all the characteristics of each classmate.
If so then the class would be very noisy to manage and control?
This is a question many teachers are concerned about especially young teachers. But I also boldly say that learning to speak is not afraid of noise in the classroom because there is "noisy in the control" will make the class become more exciting. After we finish the work we ask the students to return to their place or sit down, they follow the "inertia" becomes order. Then we can evaluate the comments and suggestions for the speaking activities that we have set.
During the speech process we should recommend the student as follows:
- speak slowly (always speak slowly)
Because most students think that the faster they speak English, the more likely they are to be native speakers, because most English learners find it difficult to grasp the information they hear when they speak. However, the "say as fast as possible" view is completely wrong. Encourage them to try to speak slowly and accurately. If students slow down, your tone and tone will become more gentle, whereas your vocal tone will be heavier and more difficult to understand, which is understandable because you will not have enough time. time to form the correct phoneme and intonation. Take control of the speaking speed as well as the basic speaking principle to achieve what you want.
- Speak loudly enough
This is an important factor in communication. Whether you talk to a person, 10 people or a hundred people, you need to talk loud enough to all of them Are you able to listen to you easily? If you talk too small, what will happen?
Practicing speaking with a suitable volume will give you more confidence and can adjust your volume to suit different spaces and circumstances. Do best every day for about 15 to 20 minutes practicing English pronunciation by reading aloud words, sentences, paragraphs in English. If you practice everyday for 3 months, your muscles will develop well for speaking a new language. You can record your voice and hear the words you pronounce wrong. People often hate to hear their own voice and tend to avoid hearing their voices. However, this is a pretty important practice because in this way you can recognize the mistakes that you often make.
- Pronounce all the sounds in words.
As mentioned above, speaking English at a slower pace will give you time to focus on the sounds that are in the word. Maybe now you can omit the final or mid tone of the word, or the syllables are not stressed in words. This does not affect the speaker but makes it difficult for the listener. Therefore, it is recommended that students focus on each syllable in the word and not miss any sounds, especially the last syllables of the word such as "s", "ed", "t", "p", etc.- By the way, no one will notice you using a simple or complex structure to evaluate your abilities and even no one recognizes the level of the structures you are using. Be sure to use simple structure and sentence patterns to facilitate communication.
- Thoughts in English, should not be translated from Vietnamese
One of the most serious mistakes is that we tend to "translate" (from mother tongue into English) before speaking. This will immediately create a language barrier. For example, when we want to give up an appointment, we'll think in mind: "I want to cancel that appointment." Then we translate that into English. We will have problems because we may not remember or know the words "cancel" and "appointment" to form the sentence "I would like It should use simple grammatical structures (Using simple structures)
cancel the appointment. If we think in English, we will not encounter this problem and there are many ways of expressing this situation in English, for example: "I'm sorry. I'm not free tomorrow "or" I'm afraid I can not come tomorrow ", etc.
- Do not be selfish about your English skills
For example: When you are asked "How is your English?", You should not answer: "Oh, my English is very poor, I should not answer to practice", you should reply: "I love to speak English" or "My English is improving". Answers like this will give you a sense of confidence. When you are confident, you will no longer be afraid to speak English.
2.3 Prepare a source of knowledge so students can speak and reflect in the situations
 There are many sources of knowledge that students can collect but the problem is how do they work and accumulate? If we do not guide them, they may say no purpose. So, first of all we should give the conversation, the conversation, the simple situation, short for students to easily manipulate and excite in speaking. Then, based on the sentence patterns, the dialogue to impose on the topic in the textbook to help students surprise. So we have to know how to process the knowledge to suit the taste of students. We must collect the images and materials related to the topic or new words in the lesson: These pictures we can zoom into a large or shrink many different shapes to insert a Small paper for students to practice. In this way we do not have to spend a lot of time explaining new words, but it is exciting for students. When students look at the pictures, students will not be interested in new words. Always think of ways to express the picture properly. Since then, psychology students will not be heavy on vocabulary, so it will stimulate the skills of speaking.
2.4 How to stimulate students to practice speaking skills from the beginning of class to the end of class?
 If you do not prepare well for the lessons, the lessons are often very sporadic and tiring for the learner as well as the instructor. Teachers should be prepared logically from the beginning to the end of the session and should not be left with too much "downtime". This will distract the students, feel depressed and not be excited about speaking.
2.5 Specific steps for speaking
Before speaking. We can use activities such as:
- Matching
- Pre-teach vocabulary
- Open prediction:
- Ordering: (Arrange orderly sentences, or pictures ...)
- Answer the guiding questions (pre-question)
- Games
While speaking (while speaking). We can use:
- Giving opinions
- Discussing
- Ask and answer (pairwork)
- Matching
After Speaking: We can use:
- Interviewing
- Recall / retell the story or dialogue.
- Role play / taking a survey
- Discuss the main idea.
- Summering the main points
- Card
3. Types of exercises used for developing speaking skills
3.1 Yes-no question
+ Teachers give the title to practice.
+ The teacher provides some hints, background knowledge, teacher model and then free speech.
3.2 Ask and answer
+ If practicing in groups, the team leader asks a few questions, the other members of the group are asked to answer.
+ Teachers can organize as a contest: Answers are scored based on language accuracy, as well as information.
3.3 Dialogue
Dialogue build: There are basic words or pictures that show -> students build dialogue and practice speaking.
+ Disapearing dialogue: Students practice conversation by text teacher has removed a word, speech (each word is a word)
Example: S1: What ______ ______ like?
                           S2: I ______ ______ very much.
-> Once the student has finished speaking, the teacher removes all the lines of the note, the only remaining lines on the board -> students complete the dialogue.
   As the example above,
                           S1: _____ _____ _____ _____?
                           S2: _____ _____ _____ _____
3.4 Substitution drills
Replace speech or grammar problems, vocabulary learned with new vocabulary, grammar problems, vocabulary.
+ The teacher asks students to remind each other in new words, so that other students practice in a chain style.
+ Teachers can use the word table: Write the words on the cardboard and then quickly take the students to observe. Ask the students to substitute the word in the necessary place in the sample sentence to form a new sentence.
3.5 Chain drills
+ Teachers should focus on the topic.
+ The teacher begins by asking a question for the student. The student answering the question of the teacher completes the task of asking another question for the next student. This student is responsible for answering and asking a third question for you, so the practice of this chain is continued.
+ Questions by topic but may not need to develop into a straightforward dialogue.
3.6 Picture stories
+ Teachers collect sets of pictures and images that are suitable for the program they have studied.
+ Teachers to model, to buy the role in the picture, use the hint to make words for the character. Students observe and then play the role of the characters in the picture.
+ Teachers can suggest questions such as:
               "What is happening in picture A?"
               "What do you see in picture B?"
+ Teachers may ask students to re-arrange the painting in the correct order
 details of the story. - Then students look at the pictures recount the main content.
+ Teachers may ask the students to put together pictures with words: Take notes on cardboard, stacked pictures and jumbled notes -> Ask the students to look at the picture and put it in order Of the episode taught in the paintings is also the order of the narrative on the cover.
3.7 Groupings
+ Teachers divide classes into groups. Give each team leader a list of the words, the subject words. Another task of the team is to add words and phrases for each topic.
+ Team leader controls the team members to find as many words and phrases as many points as possible (each word must be accompanied by a correct definition).
Example: Rooms in the house.
1. Living room: The place where we welcome our guests
2. Bedroom:
3. Dining room:
4.      Kitchen               :
5.      Bathroom   :
3.8 Charactors
Role playing aims to reinforce students' understanding of the function of certain structures in more natural situations.
+ Divide each group into one scene according to the teacher's topic:
For example: -Get information for a vacation package.
 - Want to change a new clothes bought the day before.
3.9 Mapped dialogue
+ Teachers introduce the context and requirements of the activity.
+ Teachers write some hints or draw pictures on the board.
+ T