Practice speaking skill for students in grade 6 and 7

THANH HOA DEPARTURE OF EDUCATION AND TRAINING
HAU LOC DISTRICT DEPARTURE OF EDUCATION AND TRAINING
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EXPERIENCE IDEA
PRACTICE SPEAKING SKILL FOR STUDENTS 
IN GRADE 6 AND 7
 Wwritten by: Chung Van The
 Position: Teacher
 Work place: My Loc Primary and Secondary School 
 Subject: English
THANH HOA, YEAR 2018
PRACTICE SPEAKING SKILL FOR STUDENTS
GRADE 6&7
INDEX
PRACTICE SPEAKING SKILL FOR STUDENTS 
IN GRADE 6&7
INDEX
Table of content
Page
PART A. INTRODUCTION
1
I. Reason selected themes.
II. Research objectives.
III. Research subjects.
IV. Research methodology.
1
1
1
1
PART B. PROBLEM SOLVING
2
I. Theoretical basic
1. End purpose of teaching a foreign language
2-Basic factors directly affecting success of a teaching session
2
2
2
II. The improvement of voice progress of students in My Loc Junior high school. 
1- General situation
2- Current situation 
3- Evaluation of the current situation.
3
3
3
3
III. Some active solutions to improve an effective speaking. 
1. Making lesson plan for a speaking session.
2. How to perform:
2.1. Speaking through classroom language:
2.2. Speaking through the practice of grammar structure.
5
5
6
6
7
IV- Appraisal.
1. For total qulity.
2. For total excellent.
16
17
17
PART C: CONCLUSION AND PROPOSAL
1. For infrastructure.
2. To upper leader
17
18
18
PART A. INTRODUCTION
I. REASON SELECTED THEMES
The goal of English is to create and develop a student's basic English language skills and intellectual qualities necessary to continue to study or enter a working life. New grade-level English books from the 6th to the 9th grade are, therefore, compiled from the same point of view of the curriculum, which is the point of view and emphasizes student-centered learning approaches.
        	All four skills in listening, speaking, reading and writing are considered and coordinated in the tasks of classroom activities.
        	One of the four skills that English learners in general as well as secondary school students in particular have difficulty in learning is speaking.
       	In fact, to learn English, foreign language learners must have a regular, long-term practice of speaking and speaking in the context of communication. Teaching and practicing English speaking skills are not new but difficult for all junior high school teachers and students. According to the old textbook program, there are no listening lessons. Listening to English for junior high school is included in the program since students are enrolled in the new program.
       With this research, I would like to partly help teachers gradually overcome the difficulties to conduct teaching English more effectively, students actively, actively take on the acquisition, recognize the knowledge of the lesson.
II. RESEARCH OBJECTIVES:
By successfully researching the topic, this learning initiative will help teachers gain the following experience:
- How to organize an effective speaking lesson.
- Steps to conduct an effective case.
- Instruct students to train themselves to be proficient, fluent in the next teaching.
III. RESEARCH SUBJECTS:
          The topic revolves around teaching research and practice for students to improve their spoken skills for students in fine-grained junior high school. But the case study subjects that I have boldly applied to this subject are Grade 6 and Grade 7 students.
IV. RESEARCH METHODOLOGY:
1. Observation method: I researched myself, conducted the class hour - visiting class of colleagues.
2. Method of exchange and discussion: After the time of my colleagues, my colleagues, my colleagues and I exchange and discuss in order to draw lessons for the lessons.
3. Experimental Method: Teachers conduct teaching tests for specific purposes requiring specific listening lessons.
4. Method of investigation: Teachers ask questions to check and assess the content of the students. 
PART B. PROBLEM SOLVING
I. Theoretical basic
1. End purpose of teaching a foreign language
   	The purpose of teaching foreign languages is not to provide students with knowledge
of that language, the ultimate purpose of teaching foreign languages is to teach students the ability to communicate in that language. Students' communication skills are demonstrated through the following skills: Listening, Speaking, Reading and Writing. Student's Speaking Skills are formed through one
The learning and training process in the communication environment. In addition to studying at the school, students must study and practice themselves in a variety of forms, modes and in a variety of communicative environments.
Speaking skill is the ability to use language knowledge for speaking and understanding purposes in the language in which they are communicating.
2. Basic factors directly affect the effectiveness of a speaking session.
a- Teacher:
- With the new teaching method, the teacher plays the role of directing and controlling students during class time.
- In order to conduct an effective listening lesson, the teacher should perform well
the following basic elements:
+ Select and use flexible teaching techniques appropriate to each content of the unit
+ Organizing, controlling classes, distributing reasonable time.
+ Using proficient means, equipment teaching aids teaching speech.
+ Creation of teaching aids suitable for teaching.
+ Inspirational, attractive, attractive students.
b-The method of teaching speech.
Speech teaching is regulated by the content of a specific period of instruction, in other words, the content of the unit teaches the choice and application of the combination of teaching methods and techniques. Each teaching technique is tailored to the specific form of instruction (vocabulary, structure, grammar, and speaking technique: falling or raising intonation)
c. Teaching equipment and supplies for teaching speaking:
- The use of pictorial assisted instruction for foreign language in general and English in particular is considered as a means of expressing part of the main textbook. In all lesson units in the new textbook program, the content of the listening text is recorded in the cassette tape, while the textbook only records the speaking exercises. To do this, the learner must prepare the vocabulary, structure of the content before doing the communication. In addition, teaching aids is an active means of innovating teaching methods, motivating and motivating learning.
- The equipment and techniques needed during the lesson.
+ Pictures illustrate lesson contents in textbook.
+ Pictures, self-created teachers ...
+ Sample video.
+ Sound recording.
+ Create a situation in the process of communication.
d. Students:
In the relationship between teaching and learning: The teacher is the parent
dictatorship, control, and self-control of students by their own actions, their own intellectual actions under the control of the teacher.
For good oral communication, students need to have the necessary skills in listening comprehension in English.
II. The improvement of voice progress of students in My Loc Junior high school. 
1- General situation
The implementation quality of English teaching and learning is not high due to low resident's qualification and awereness, poor economy, insufficient and asynchronous facilities. 
Psychobiology of students: afraid of learning, speaking, making mistakes embarrass with friends and teachers, some are lazy to study and do homework.
2- Current situation
a. Current situation of teacher
- Initially, the use of the teaching techniques of speech teaching was relatively good.
- Familiar and active with the way to organize a talk lesson.
- Coordinate flexible teaching techniques.
- Creation of teaching aids in accordance with the content of lessons, so many lessons are becoming lively, attractive and effective.
- Using modern teaching equipment to serve the process
teach say: pictures ...
b. Current situation of student
- Students get used to speaking.
- Many students speak and recognize the volume, voice, intonation of native speakers.
- Most students have learned some basic structure and some simple content.
- Some students have developed speaking skills, which are much faster in learning.
3- Evaluation of the current situation
a- Strong point
In spite of objective conditions directly affecting teaching, we have overcome immediate difficulties and step by step improved quality of English speaking lesson so as to meet the aims of textbook curriculum.
* Teacher
- Initially access and utilize typical speaking teaching techniques relatively well.
- Get familiar with and be active in organizing a speaking lesson sesson.
- Coordinate flexibly teaching skills in speaking lesson.
- Create many teaching materials in accordance with content of learning lesson; therefore, the sessons become vivid and attractive with high effectiveness.
- Utilize and operate modern teaching equipment in reading, such as cassette tape, DVD cassette recorder, video reader and multi-purpose projector.
* Students: 
- Gradually get familiar with reading subject ( technique ).
- Students are able to speaking before the class and recognize content of the whole speaking text.
- Most of the students are able to speak with simple content and complete tasks and assigned by teacher after speaking in front ò the class. 
- Some students have gained learning skills and tactics.
b- Weak point (Remainings)
* Teacher
	It is still difficult for some teachers to implement teaching manipulation and technique in speaking lesson as well as to techniques for specific teaching lesson and session. They still hesitate to or unskillfuly utilize teaching materials for speaking lessons, such sample cassettes and demonstrating pictures. For other teachers, investment in lesson preparation is still limited due to private issues. In addition, they are afraid of creating a noisy, time-consuming and costly teaching session. The instruction of studying at home is not suitable for specific students, which make the teaching session is not effective. 
* Students
- Students are lack of motivation for English reading comprehension.
- Many students do not have much learning and communication opportunities as well as access to mass media through which they can listen and speak English.
- Some hesitate to speak in English or are afraid of making mistakes.
- Students are not familiar with English reading and speaking speed in the tape or disk.
- They remain passive habit; during team work they rely on other members.
- Words are produced timidly. Many students have not found their own English learning method. Many others are not interested in reading books.
Therefore, in organizing activities, teachers should pay attention to avoid student's negative responds. If this happens, teacher shall promptly correct and encourage as well as reward students so as to achieve positive respond.
- During one English session in class, students of My Loc junior high school are very active in exploring new knowledge. Most of them are ebullient and enthusiastic in activities; however, this occurs only among good students.
c. Teaching measures and tools
- Teaching materials for teaching are too few: pictures, radio ...
- The quality of the tapes is not good.
d. Specific investigation:
During my teaching process, I have been in charge of grades 6 and 7. With the aims of studying the current situation of student's English learning as well as drawing lesson for myself, right from the beginning of the school-year, I have oriented a specific plan and method to actively investigate the current situation of English learning of my students. Findings of the investigation indicated that most of the students do not soudly remember vocabulary and their communication skills are still limited. To achieve the above-mentioned objectives, students should be trained all the four skills including: listening, speaking, reading and writting during their English learning. However, English curriculum at secondary school level concentrates on the two basic skills only, which are speaking and writting. The other two skills have not gained much attention; therefore, student's learning performance is not high.
This issue is indicated by learning performance of students in the previous year and findings of the survey on student quality conducted in some classes in terms of English subject early last school-year ( 2014 - 2015 ).
Grade
Total number of students
Excellent
Good
Fairly good
Weak
Poor
Quatity
%
Quatity
%
Quatity
%
Quatity
%
Quaity
%
6, 7
40
2
5
9
22,5
15
37,5
8
20
6
15
Therefore, to find out a method to practice English speaking skill for students, I have chosen this topic
III. Some active solutions to improve an effective speaking. 
1. Making lesson plan for a speaking session.
a. For teachers:
For a good speaking lesson, the teacher should take the following steps:
- Studying the content of lessons from textbooks, teacher books because of textbooks and teacher books is an important basis for teachers to plan teaching for the lesson. The textbook research will help teachers organize, teach the right teaching, focus, time distribution for steps, activities in a scientific way.
- Study the purpose of the lesson: The purpose and requirements of the lesson are the goals that both teachers and students need to achieve after each lesson. For vocabulary lessons, the purpose of the lesson is to help students practice and develop their skills: Listening, Speaking, Reading and Writing. (in which listening and speaking skills are essential). After finishing listening to the content of the lesson and starting to make some requests or practice a small structure or conversation.
- Select and coordinate teaching techniques in a flexible and appropriate way (based on the content of lessons, characteristics, capacity of the classroom and the stages in the process of teaching listening: Pre-listening, While- listening, post-listening). At each stage there are teaching techniques with a particular characteristic.
- Good use of teaching aids, tools for teaching:
* Using the clay machine:
Before preparing to teach, prepare good machine, tape and battery
in case the electricity goes out.
+ It must be safe to operate
+ Considering the necessity, effectiveness and specific time for each stage.
* Using illustrations:
+ Channels in textbooks: One of the strengths of the textbook compiled under the new program is that many illustrations. Getting the most out of textbook pictures to help students understand the lesson is important.
+ Illustration picture must have a close contact with the content learn.
+ Need to plan a reasonable, scientific: Teachers need to plan the activity of the game, the requirements of each exercise, the pay plan words of students.
+ Exchange discussion about teaching methods with colleagues.
b. For students:
Teachers ask students to prepare well for the next class by:
- Raise the system of open questions about what students are going to learn to have students time to think, learn the document.
- Ask students to do some exercises related to the content of the lesson.
Encourage and encourage students to be confident, active and creative topics, questions related to the unit.
2. How to perform:
2.1. Speaking through classroom language:
           By innovative method, combining new textbook program. Secondary students are encouraged to use English as much as possible, depending on the level of the subject. In the classroom, students should be able to communicate in a variety of forms: Teacher - Whole class, Teacher - Students, Students - Students. The teacher is the person who guides the children to conversations from simple situations to conversational topics.
* Beginning of lesson:
- Good morning. How are you?
- What’s the weather like in Thanh hoa today?
- What do you do?
- What are you doing now?
- What do you usually do at recess?
- What do you often do after school?
- Where are you going to spend your holiday next summer vacation?
- Did you have a nice time last weekend ?
- Let’s play a game now, shall we?
- Are you ready?
 * Ask for repetition:
- Would you mind repeating?
- Will you open the door?
- Do you understand that question?
- Could you say it again?
- Yes?/ Pardon?/ What?
* Asking for clarification:
- What is it? Please tell me again. 
- What do you mean?
- Could you explain more about..?
* Ask for ideas/opinions:
- What do you think about that(name)?
- Do you have any ideas/opinions?
- How about you?/ What about you?/ And you?
* Checking:
- Is that clear?
- Okay so far?
- Have you got it / that?
In class activities, teachers often need to use the whole English language, sometimes use Vietnamese or sometimes use both languages.
English
Vietnamese
Both
Introducing the lesson
ü
Checking attendance
ü
Organizing
ü
Classroom control / discipline
ü
Giving praise
ü
Presenting new language
ü
Introducing a new text
ü
Asking questions on the text
ü
Correcting errors
ü
Setting homework
ü
2.2. Speaking through the practice of grammar structure:
        At present, many students in grades 8 and 9 have good vocabulary and grammar but are afraid to speak English during class, without the habit of communicating. They are not confident in communicating the greetings, introducing themselves ... Therefore, the teachers need to create the environment and opportunities for them to communicate and practice listening and speaking skills from grade 6.
       In order to create a conducive environment for students to communicate, I acted as a facilitator and facilitator in the flexible teaching process combined with a variety of activities during the teaching hours to help the student's thinking. They develop, and from there they will participate actively in the practice. So they will confidently communicate, passion for learning this subject.
And here are some examples of practice on the classs:
Survey : English 7 Unit 1 Lesson 5 : B 4,5 – 7
1
2
3
Name
Address
Distance
Means of transport
 Example exchanges:
 S1: What’s your name? S2: My name’s .
 S1: Where do you live? S2: I live in/ on/ at .
 S1: How far is it from your house to school? S2: It’s (about)
 S1: How do you go to school? S2: I go to school by ..
 Noughts and Crosses: Tiếng Anh 7 Unit 2 Lesson 2 : A 4-5
1) We / meet / in the street
2) They / meet / 7 o’clock
3) He / see / a film
4) We / go / bike
5) Hoa / buy / flowers
6) They / be back / 8.30
7) She / leave / 5 p.m
8) Nga / eat / cakes
9) Phong / call Lan / after 6
Dialogue 1: A: Where will we meet? 
 B: We will meet in the street.
Dialogue 2: A: What time will they meet? 
 B: They will meet at 7 o’clock.
Dialogue 3: A: What will he see? 
 B: He will see a film.
Dialogue 4: A: How will we go? 
 B. We will go by bike
 Picture drill: English 7: Unit 4 - Lesson 1 (A 1-2)
 Talk about Lan’s schedule
Noughts and crosses : English 7: Unit 5 - Lesson 4 B1-2
 Ex: What are they doing ? – They are playing blindman’s buff
 blindman’s buff play marbles skip rope 
Tiếng Anh 7 Unit 6 lesson 1 A 1-2a
Find someone who . 
Find someone who  after school
Name
Watches TV
Plays soccer
Goes swimming in the pool
Reads books in the library
Example exchanges:
S1: Do you watch TV after school ?
S2: Yes, I do / No, I don’t
2.3. Speaking in the Pre & Post part of the skill lesson:
           Speaking skill is combined with phonetics, grammar, vocabulary, and other skills through themes and topics.
          In our language skill lesson, we have combined spoken skills in the Pre-Stage and Post-stage sections.
 English 7: Unit 1 - Lesson 3 : A 2
 - Pre-reading : What do you know about Hoa ? 
 - Post-reading: Studentscan choose:
 + Interview: Students work in pairs:
 	A: Hoa
 	B: Interviewer
 + Roleplay: Students work