SKKN Draw the 10th form students’ attention to speaking activities by adapting tasks and applying some facts to the lesson: Unit 6: part b: speaking – English 10

1. INTRODUCTION
1.1. REASONS FOR CHOOSING THE TOPIC
Theoretic reasons
Speaking as well as listening is considered one of the most difficult skills in learning and teaching process of a foreign language in general and of English in particular. 
However, sts seem to mainly pay much attention to grammatical points without knowing that speaking, the most important product of this process, plays an essential role in communication. 
Moreover, most high schools in our province haven’t created an English speaking environment for all sts as demanded. Therefore, speaking in English classes is still unnatural and reluctant.
Realistic reasons
After teaching Unit 6, English 10: AN EXCURSION - Part B - Speaking, most teachers agree that the number of sts participating in the lesson is rather low while numerous students keep silent during the class and the result of the lesson is not as good as expected. This may be on account of the following causes.
First of all, Sts often have a serious shortage of useful vocabulary and structures needed to make full sentences when speaking. They can’t express their ideas with so little source of words on such an excursion and they find difficult to speak 
Second, most sts believe that speaking is not very important to them since it has not been a part in the national examination so far. They haven’t made any efforts to speak in pairs or in groups and even when interacting with the teacher, they haven’t got enough concentration.
One more reason is that the number of the sts per class in Tinh Gia2 school- where I am teaching is rather big. There are from 40 - 45 sts per class, which prevents us from making a speaking lesson become effective. The teacher can’t share chances to speak for all sts in 45 minute period of time.Therefore, it is really challenging to improve sts’ speaking skill. Also, most sts find shy or lack of confidence to present their ideas before the whole class.
Last but not least, the topic on a voyage experience is rather strange and difficult to sts and tasks seem to be really boring ,quite long and strange for sts to speak in an entire sentence fluently about the topic. In general, this lecture is not interesting enough for students to pay attention to actively and possitively. Besides, Sts also need to base on the facts in daily life to making sentences. However, Sts' background kwowledge of the topic they are going to say is rather poor. Sts especially rural sts don’t have enough opportunities to experience much from reading, watching or travelling, so what they know seems nothing beside textbooks. In Tinh Gia 2 high school, there are even sts who never go outside their living place. They have never known what a long journey or a voyage is like. That is why they can not express the right point of the theme in this section because of language barrier and inexperience.
1.2. REASON SELECTED
From above mentioned reasons, that sts’lack of real experiences and poorly designed tasks stop them from taking part in speaking activities naturally is the most influential of all. And the role of the teacher in stimulating sts confidently to speak through his/ her personal experience in real life along with task adaptations can interest them in this lesson. That is why the choice of the subject for my initiative is this issue.
1.3. SUBSTITUTIVE SOLUTION
From all considered, my research is entitled as 
DRAW THE 10th FORM STUDENTS’ ATTENTION TO SPEAKING ACTIVITIES BY ADAPTING TASKS AND APPLYING SOME FACTS TO THE LESSON
UNIT 6- PART B: SPEAKING- ENGLISH 10
1.4. AIMS OF THE STUDY
The aims of the study are
- To find out whether this application in part B- Speaking - Unit 4 can change the sts' attitude towards active participation in speaking activities or not. 
- To suggest some solutions and implications for improving teaching speaking sections in English 10 in general and in part B- unit 6 in particular.
1.5. DESIGN OF MEASUREMENT
- Select two equivelent groups to identify the influence 
Group1: Class 10C5- a medium class. Sts will be taught with the way mentioned. The teacher will use her/his personal background knowledge together with suitable pictures to warm up the lesson , teach some needed words topically and redesigns tasks to attract sts to the further speaking practice actively. 
Group 2: Class 10C1 - Sts will be taught in a normal way without any change in doing tasks. The teacher will lead sts to a very traditional procedure. 
Time: based on the schedule of ENGLISH 10
Check-up: Using the same question for both groups during and after the process of implementing three tasks in textbook.
2. DEVELOPMENT
2.1. Theoretic background
It can be said that speaking is one of the most challenging skills for teachers and students. Therefore, more and more studies of the issues of teaching and learning this skill have been particularly concerned by a lot of reseachers and educators. To some extents, those studies have considerably contributed to improving the quality of teaching and learning this skill.
There is no doubt that speaking skill plays a very significant part in language use. That is why it is advisable for the teachers to create more opportunities in which sts can actively take part in the dialogue as much as possible because of the fact that language environment is not always available for our students outside the classroom especially to sts in rural schools like Tinh Gia 2.
2.2. The problematic reality at Tinh Gia 2 high school. 
To start with, most of the students in Tinh Gia 2 high school come from the countrysides. Studying a foreign language may have been interrupted at primary or secondary schools on account of the lack of teachers or necessary equipments before they come in high school. And they don’t have chance to enter the English centres like those living in cities or hardly ever communicate with native speakers. Therefore, the levels of English knowledge are not the same.
 Secondly,The total number of the sts in one class is rather big, normally from 40 to 45. It is difficult to make sure that every sts has a chance to speak within 45 minutes if the teacher doesn't concentrate on a group of sts who feel the lesson not interesting enough because they are weaker ones. Besides, although English 10's themes have been considered to be rather exciting, part B- unit 6 seems to be reaaly boring and difficult for sts to perform.
	Finally, equipment conditions for teaching and learning English in most high schools are so poor and insufficient. The main problem that makes this speaking lesson needs adapting is the lack of supporting equippments as well as reference books on account of the fact that there is no library for sts in most high schools in Thanh Hoa or if there, they are not at work.
2.3. IMPLEMENTING SOLUTIONS
From above reasons and problems mentioned, It is undeniable that stimulating sts to join speaking activities by adapting tasks and adding some facts from our life is necessary. 
 	This lesson has three tasks, in task 1, sts are expected to provide some necessary words and structure for speaking activities in task 2.
I see that it will be very boring if the sts have todo the same requirement all the time: " Read the information about some of participants". Therefore, in this task, I will use role-taking equivalent to each person. Sts themselves are the participants with given names and they will say what they feel or want about the boat trip. As you know, there are a lot of unknown words in this task and they can not perform a conversation if they do not understand anything. It is very boring if the teacher explains new words by translation. In this situation, the best way to teach vocabulary and make sure sts will know what they will present in each dialogue is to redesign by using lively pictures.
 	This makes the task more attractive and draw sts' attention, which means T gives sts more chances to take part in speaking. 
Coming to the second task. This time, sts have to make a small dialogue of 3 or more speakers to choose the best seat on board for each participant in the boat trip on the Lake Michigan mentioned in task 1. Instead of standing at their place, the teacher can call 4 sts to stand in front of the class presenting, which makes others sts more attentively to listen to and wait for their turns. Then this activity helps improve sts’ confidence when speaking and sts will find tis lesson really exciting and useful.
In task 3, this is when sts are hoped to talk about themselves in a paragraph. It seems very challenging for sts who are shy or nervous as well as inconfident to do this without some preparations. Therefore, the adaptation here is to make a model conversation so that sts can understand what they need to perform individually in Further practice. 
Seeing that the topic of the lesson is rather unfamiliar but really useful in real life. Moreover, sts should know about necessary things that should be done before a long journey, a voyage or even a short trip so that they can be well- educated on their living skills, sense of the responsibility to others and to society. This time,T will lead sts to the factual things that they may do after this lesson. For example: “If you have a car journey to the South, where in the coach would you like to sit? ” or in some other situations like on a train, in the cinema, on the bus or even on a plane: Which seat are they going to choose if theay are members of that trip ? and ect.
2.4. DETAILED PRESENTATION OF UNIT 6- AN EXCURSION
PART B – SPEAKING- ENGLISH 10
Use power point lesson plan.
WARM-UP
To make sts more interested in the lesson, I lead sts to listening a piece of music on Hoan Kiem Lake 
And then I will introduce something about Lake Michigan, in Chicago- one of the lakes considered the most famous in USA
It’s time I drew sts to the topic of the lesson: a boat trip on Lake Michigan in Chicagoà seat selection for each person à lead in 
And then introduce Tim’s class and six members going on a voyage
And start new lesson 
VOCABULARY
Help sts quickly remember new words and make sts more excited about this lesson, I use some interesting pictures to show on the screen. From these picture, sts have to think of what words are going to be taught, which stimulates sts’curiosity and creativity. In each picture, some questios are stated and sts will answer and then a new word will be taught as the followings 
And then I will chech up what I have taught by using zigzag, which helps sts to learn by heart these words as well as know their meaning well.
Lead in task 1. 
TASK 1.
Ask sts to read the requirement carefully 
Tim’s class is going on a boat trip on Lake Michigan in Chicago. Read and give information about each participant
-To excite the class, I will call 6 sts take the role of 6 travellers to tell other classmates their information so that they can find the best seat for each one
 For example: SAM will say: 
SUSAN says
JOHN says
MARY says
TIM says
MRS ANDREWS says
After knowing each person’s information. Our duty is to select a suitable seat on board the ship for each one. Lead in task 2
TASK 2
Read the seat plan. Decide the best seat for each person like this dialogue
Teacher explains some structures as the followings
THIS IS THE SEAT PLAN
To make easier for sts to conduct the small dialogue, the teacher ask sts to complete this table
Select the best seat for each participant
And then Teacher makes a model with 2 sts
And then ask sts to work in groups of three 
- To make chances for sts to speak and remember, I ask them to rename each 
picture and tell before class what activity they like doing most and why.
-The time is, however, limited, I'll only call some sts.
Sts have more chances to speak. This is one of the best way to attract sts' attention to speaking activities. And this was also proved, sts are really eager to give key to each picture.
FURTHER PRACTICE
To create more chances for sts to speak and help them conduct longer conversation about things related to the boat trip, I ask sts to complete this
Sts have learnt all these, so it is easy for them to work in pairs now.Therefore, they easily find out the answer. This means sts can actively take part in the speaking section, which will improve their speaking and listening skills 
CONDUCT THIS DIALOGUE
Once look at this famous lake , to complete the dialogue. It’s time sts talked about themselves LIKE THIS
I’d like to go on a . on ..Michigan because I’ve never on a boat before . I would like to sit in the .., so I will select SECTION ..
Besides, I want to have a good. , so I think SEAT number  is the most suitable for me.
To lead sts to the real life, teacher may give sts other situations to encourage them to take part in speaking actively and attractively
E.g
Situation 1. 
IN A CLASSROOM If you are short- sighted, where would you like to sit?
-sts answer freely 
Situation 2
Or on A SCHOOL BUS , If you often get carsick, which seat would you like to select?
Maybe sts answer: on the first row, or near the window.
What about this one? ON A TRAIN 
Would you like to seat in smoking or non smoking department on a train?
 And in AN AEROPLANE, what is your choice? The first- class row? Why?....
- Sts will meet a lot of situations like these in their daily life and they are really close to each person and they are likely to share with their friend, so the lesson is getting more and more exciting.
-These pictures are not only attractive but also useful for sts to learn new words and understand more about things around them.
- By this way, sts are really attracted to speaking lesson and most of the sts participate in the activity.
-It is the time for stronger sts to have a chance to present their capacity of speaking. 
-By doing this way, teacher enhance sts' curiosity, Which helps improve speaking skill for good sts if there is enough time and they are really excited about taking part in speaking because it is when sts' creativity and realize sts' talence are revealed.
-That is right. When I practised teaching so in class 10C5,the lecture was much more exciting and the time of speaking accounts for over 80%. 
2.5. MEASUREMENT 
2.5.1 The aims of measurement 
-I performed the study as planned in order to check the ability of the subject about some of the following wonders:
- Adapting presented above is really appropriate or not.
- Re-designing speaking tasks is effective in helping sts pay more attention to the lesson and actively take part in speaking activities or not.
- The lesson prepared is clear and suitable enough to improve sts' involvement in speaking or not.
Answering these questions will help us to see good points and short-coming for the subject to adjust in time.
2.5.2 The missions of measurement
- Ask some colleagues observe the lesson, then rewrite the number of sts participating in speaking lesson in the practical class to compare with that of the comparative class or the number of minutes in which sts or teacher taking time to speak in that period.
2.5.3 The results of practising teaching
Comparative group
(10C1) (the number of minutes)
Practical group (10C5) (the number of minutes)
Unit 6.
Part B
Speaking
TTT
 20
 44%
 7
 16%
STT
 14
 31%
 33
 73%
Silence
 11
 25%
 5
 11%
TTT: Teacher taking time
STT: Sts taking time
It is clear that using my new solution for this lecture gives us encouraging result.Sts are fascinated by logical contents and realistic application. And it is important that sts participate in the speaking lesson actively, possitively and confidently with more amount of speaking time than in other traditional classes.
3. CONCLUSION AND SOLUTIONS
3.1 Conclusions
As can be seen from the result, adapting some tasks in speaking lesson in Unit 4 English textbook 10 is completely suitable. It is clear that the appropriate adjustment can help improve sts' participation in speaking activities and make sts more confident to perform before class. Learning speaking section is no longer a burden . And sts will never feel it boring if teachers in high schools spend time making the lesson more attractive. 
Once again, We can confirm that the quality of teaching speaking period will be much improved if teachers uses various ways to create sts' study excitement as well as their active and creative involvement in speaking activities.
3.2 Solutions
3.2.1. For teachers 
First of all, teacher have to non-stop self –studying so that it can enhance both knowledge as well as experience in teaching process.
Secondly, teachers should observe their colleagues' presentation at their high school or from neighbour ones to get more effective teaching methods.
Next, teachers need to spend as much time on studying, updating, improving their knowledge as possible to catch up with the need of modern education.
Besides,Teachers should make their sts understand the importance of speaking skill to using English to communicate effectively.
Last but not least, teachers need to classify sts into differrent levels so that adaptation of the tasks will cover both strong and weeker sts.
3.2.2. For students
First, sts should be aware of the importance of communicative English at this time so that they pay attention to studying English in general and speaking skill in particular when they are as young as possible
And it is important that students should actively take part in speaking activities without worrying about speaking mistakes. 
Secondly, Sts must create an Enghlish environment in class so that they can use English effectively and fluently in high schools.
Finally, sts need to practice speaking English whenever there is a chance, reading newspapers and magazines, listening to music and watching TV chanels in English.
 	Above is all I want to share with my colleagues not only in our school but also all the teachers of English in Thanh hoa province. Please give me your comments as well as your suggestions so that I can make this more perfect because I am sure that my own thoughts will have many short comings.
Honestly thank you for your sincere consideration and fair comments!
The end!
Headmaster’sconfirmation
Thanh Hoa, May 25/ 2017
I am the author of this initiative. It is my product created with all my responsibility and passion for my teaching job 
 Nguyễn Thị Nga