SKKN Some experience to teach conversation to cause excitement in english for students in Grade 6

THANH HOA EDUCATION AND TRAINING DEPARTMENT
QUAN SON EDUCATION AND TRAINING DEPARTMENT
INITIATIVE EXPERIENCE 
SOME EXPERIENCE TO TEACH CONVERSATION 
TO CAUSE EXCITEMENT IN ENGLISH FOR STUDENTS IN GRADE 6 
 Author : Doan Thi Su
 Position : Teacher
 Place to work: Town Primary and Secondary school
 Subject : English
THANH HOA, 2016
Năm học: 2013-2014
EDUCATION AND TRAINING OF QUAN SON
ETHNIC SCHOOLS SELL STAY TRUNG THUONG SECONDARY SCHOOL 
EXPERIENCE INITIATIVE
A NUMBER OF STRICKS TO TEACH CONVERSATION TO CAUSE EXCITEMENT IN THE GRADE 6 ENGLISH SUDJECTS 
IN ETHNIC SCHOOLS SELL STAY 
TRUNG THUONG SECONDARY SCHOOL 
 Writer : Đoàn Thị Sự
 Position : Teacher
 Operative units: Ethnic schools sell stay
 Trung Thuong secondary school.
 Ideas in the fields of: English
CONTENT
1. OPENING
1.1. Reasoning of the topic
 1.2. Research purposes
 1.3. The object of research:
 1.4. Research methods.
 2. CONTENTS PART
2.1. Reasoning base 
 2.2. Status of problem. 
2.3. Organization and solutions made to sold the problem. 
 2.4. The effect. 
3. CONCLUSION AND RECOMMENDATION
 3.1. Conclusion
 3.2. Recommendation.
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CONTENT
1. OPENING
1.1. Reasoning of the topic:
 Teaching and learning of foreign languages in General, in particular in the schools today are inadequately addressed and far-reaching development in the country. In middle school, teachers teach English to students with other subjects on the basis of equipping the children necessary knowledge system aimed at training workers have highly skilled, knowledge, practical skills, dynamism and creativity, ... The establishment and practice of skills for students of teachers not only pay attention to the passive transfer of knowledge in textbooks, use the medium of teaching. Teacher has to be interested in the organization of the teaching process in the direction of the positive operation of the learner, which plays an active role in creative initiative of students in learning, organizations for students to master the knowledge of their own operations.
English conversation in secondary schools are unevenly distributed in 4 blocks from block 6 to 9 block from easy to hard. In block 6 of the children only just be familiar with the form of the conversation short, saying simple easy to understand, not because of the ease in which we believe, we have to create for students interested in studying in the first grade to the solid foundation and has the passion to learn well the next year. If teacher does not truly innovative in lesson plans, conversations are easy for students to be forgotten soon. I always wondered how help students to pay attention more, not neglected studying and learning conversations.
Over the years are the direct assignment of teaching in English class, I have developed some experience in teaching process. Among them, 
“Some experience to teach conversation to cause excitement in English for students in grade 6” is the subject of attention.
1.2. Research purposes.
 	Make for the students in acquiring new ones, work-skills of heard. Helping students with admissions and the exchange of information, improving their English skills, learn more about the society, creating routines for immediate response in the language of communication.
1.3. The object of research. 
Some methods to teach conversation to cause excitement in English for students in grade 6.
Students in grade 6 of Town primary and secondary school.
1.4. Research methods. 
Research method bases on theory. 
Method of investigating reality and collecting information. 
Statistical method.
Data processing method.
2. CONTENTS PART
2.1. Reasoning base.
- According to the II National Resolution II period 8 “Renewing a educational method of education, overcoming the way to convey passively, practicing a creative mindset for learners. Gradually apply advanced methods and modern methods in the teaching process, to ensure conditions and duration of study, self-study for students. “
- The orientation above was legalized in the Education Law, Article 24, 2nd paragraph as follows: “Method of general education has to promote activity, creativity for students, consistent with the characteristics of each class, foster methods for self-learning support, train skills to apply knowledge to practical life, impact emotion, bring joy, excitement for student in learning”
- In fact there are many forms of learning: study at classroom, at home, self – study, study under the guide of teachers, study in groups. The important thing is that teachers must understand students, have to think about exploring, to find out the most appropriate and effective teaching method.
- Base on the core innovation of teaching methods that attract students’ attitude toward active learning, against passive study habits. Especially, foster self – learning method for children. The topic “ Some experience to teach conversation to cause excitement in English for students in grade 6”, with measures of reviewing vocabulary creatively, innovatively and effectively, it integrates with Art – keep up with the innovation, overcome the way to convey passive and boring old method. Moreover, guiding students to expand vocabulary and structures is a part of the initiation to promote innovation and foster students’ self-study, self-discipline.
Role-play and using of conversation in English that is to follow the new teaching methods, students are directly involved in the process of learning and active musically patterned. According to the document on methods of teaching the subject has to meet the above mentioned issues of teaching methods, teacher created situations, learners have the opportunity to work out and develop the capacity of thinking.
2.2. Status of problem. 
Comes from the habit of high school students to see conversation just skimming through then solve the exercises below. If teachers do not really creative and investing curriculum, for students of that conversation are easy to be forgotten soon. Status in the academic subjects, students or have a habit of passively, familiar listening, taking notes like a copy. Most students do not have the habit of actively learning and discover lessons if not assigned or if which was then also still embarrassing when solving problems. Children don’t have the needs themselves reveal the thoughts, feelings, interests and talent of the individual before the collective. The sense of preparation, almost no exist they are always waiting to receive knowledge from the teacher. If there are difficulties, the students are waiting for explanations from the teacher. The situation is clearly shown by the results of my investigation. 
*. A number of students get excited about learning and understand conversation Semesters I
 – the school year 2015-2016 in Town primary and secondary school.
Order number
class
Number of students
A number of students get excited about learning and understand conversation
A number of students are not interested learn and understand conversation
Number
%
Number
%
1
6a
10
4
40%
6
60%
2
6b
12
4
33%
8
67%
3
total
22
8
36%
14
64%
According to the view of "learner-centered", teaching and learning methods, there have been fundamental changes. The teacher are not the only person who hold the knowledge and impart knowledge that is just the instructor, counselor, support people who check ... The school is no longer a passive person to acquire knowledge that is central to the process of teaching, innovative initiative in the learning process in order to reach the goal of his teaching. The renewal method of teaching is very clear and important particularly in communication in the language. From the point on the students directly involved in the learning process, specific role and use the conversation naturally interactive will create joy elation in English.
2.3. Organization and solutions made to sold the problem. 
 	Each conversation is different teaching tricks. The plot is how to create excitement for the students in acquiring new knowledge and more importantly is to help children to be engraved upon the classroom and self development ability of his English language quickly and effectively. The aim of the teaching of conversation is to help students develop skills (especially to speaking), in accordance with the level and ages of students, help students with admissions and the exchange of information, improving your English, learn more about the society.
	Verbal conversation is between at least two people, as a change (with the speaker and the listener). The conversations usually require the immediate response of language habits, so conversation without preparation. The language in the post is the speech has been abridged. The fascicules, from buffer to be used as means of the language support. The expressive elements such as gestures, facial expressions, gestures, intonation, accent was working so much support to the quality and effectiveness of the dialogue. The structure of conversation completely different from the structure of a post read. Word of the conversation must ensure the concise. The main activity of the conversation is active by young couples, according to the Group and played the role.
* Conversation approach
The steps
Content
The purpose of
The activities
Step 1
Presentation
-Charismatic interests the student.
- Creates demand wanted to communicate to students. 
-Encourage students to think about the topic that they will learn
-Introduce the topic of conversation, introducing the character context. - Pose the question suggested. Introduction from new words.
Step 2
Practice
- Helps students understand conversation. Recite the dialogue of the characters. - Learn to apply structured conversation samples to build a similar conversation under the guidance of the teacher
-Implementation of the exercises comes through: 
-Training with the guidance of a teacher. -Free training
Step 3
Production
-Help students develop the ability to communicate
-Implementation of the exercises. 
-Practice talking through the free training and contact with reality.
- The reference works for the steps taught conversation:
 We can use many different tricks to introduce appropriate conversation and appealing with each object on your particular students. Here are a few suggested activities to introduce conversation: 
+ Using visuals: Using real objects, paintings or pictures to showcase: 
Using drawings, introduces the characters and the context of the conversation. 
Use the drawings of the characters, introducing the characters and context by putting questions to students based files to answer. 
 Using visuals. 
 Pictures and real objects. 
For example: 
English 6 (UNIT 11-page 116) "What do you eat?" 
Can use one of the following operations: Use painting two characters: Ba-a student and a salesgirl - she sells food. Introduction context and characters: Ask questions to students based on this file. Can select some of the following questions:
 Who is this? Who is this?
(Pointing to Ba) (Pointing to salesgirl) 
Or: What can you see in the picture? 
 What is Ba doing? 
What is the salesgirl doing? 
Using real objects; 
Two hundred grams of beef: A dozen eggs:
 Introducing about character and context of conversation by giving cues and questions. (Map dialogue)
+ Using tape cassettes.
Turn on the tape for students to hear conversation pattern. 
 Read sample conversation according to the voice of character in conversation. 
With students whose reading or classroom reading sample conversation in the correct number of characters in conversation. 
 With one or two good students in the class give model conversation.
+ Practice.
 To help students understand and practice conversation, often use the following types of activities: 
 Questions and answers. 
 True/False statements.
 Multiple choice.
 Gap-fill
 Substitutions-controlled practice. 
 Substitutions-free practice.
 Matching questions and answers
 Situation-based role play. 
 In the form of monologue or dialogue-Retelling
- Here are some suggested activities to help students practice conversation.
* English 6-UNIT 12 (A2), page 116 "at the store"
Exercises:
+ Multiple choice
 1. Ba is.........
 A. on the street B. at school
 C. at the store D. at home
 2. He wants..........of beef
 A. two hundred grams B. two kilos
 C. two pounds D. half a kilo
 3. He wants a dozen of........
 A. carrots B. apples
 C. eggs D. oranges
 + Substitution - making similar dialogue
 Cues: A. Hoa/ cooking oil/ two bottles/ peas/ a can.
B. Lan/ tomatoes/ one kilo/ lettuce/three hundred grams.
* English 6-UNIT 10 (A3), page 105 
+ True/ false statements 
1. Nam’d like some noodles. 2. Ba’d like some orange juice. 
Ba’d like to sit down.
+ Substitution
 Cues:
1 Lan: apple juice 2 Nam: Some rice 3. Ba : a drink
. * English 6-UNIT 14 (B1), page 144 
 	+ Questions
1. What is Lan going to do tonight? 2. What is Tuan going to do tonight?
What is he going to do tomorrow?
+ Free role play.
The situation suggests: Role play (English 6-Unit 10-A3- page 105) teacher divides the class into groups of 3. One student plays the role of Nam, one student plays the role of Ba and the other plays the role of Lan. They talk about what kinds of food and drink they would like for their situations.
 Nam: Ba: Lan:
 	+ Comparison: Compare contrast, reviews the content items with real life. 
* English 6-Unit 16-B4- page 171 
Students complete conversation about ways to protect the environment, the teacher asked the children to compare, contrast with the reality in their local school.
 Ex: We should put trash in a waste basket. We should collect trash.
 . 
 + Imagination 
Imagine yourself HS is the main character 
(English 6-Unit 11-"A4" page 117) student imagines himself that he is Nam and he lists of the foods that his mother wants to buy. 
 My Mom needs a bottle of cooking oil ... ... 
 * The example illustrates through conversation of English 6 UNIT 11-A2-page 116) uses the active role (Role play).
 Using real objects: vegetables, flowers, fruits - use the English words that students already know. 
Put the situation: shopping. 
 Divide the class into small groups (each group of about 3 to 4 students). Students work in groups to a child role-play a salesgirl. the other children role-play a customer)
- A model lesson plan.
UNIT 11: WHAT DO YOU EAT? 
LESSON 2: AT THE STORE (A2)
A. Objectives: 
 - Helps Ss to listen to a dialogue for specific information about quantities for food shopping. By the end of this lesson, Ss will be able to understand the detail about quantities for food shopping. 
 I. Knowledge:
	Can I help you? ; (to) want; (to) need.; 
 How much? (Uncountable noun; How many? (Countable noun).. 
 II. Skill:
 	 Speaking, writing, reading and listening
 III. Attitude: 
 Students work hard.
B. Teaching procedure:
I. Settlement: -Greeting. 
II- Revision 
Dictation lists: with "How much........?" "How many........?"
T reads: oranges, meat, milk, bread, carrots, chocolates, beef, chicken, rice, eggs, apples, soap.
Answer key:
How much....? milk, bread, beef, chicken, rice, soap
How many....? carrots, chocolates, eggs, apples  
 III. New lesson:
TEACHER'S WORKS
STUDENTS'WORKS
I. Presentation
Presentation dialogue.
A2 P.116
From the dialogue, T sets the scene to give the model sentences.
1)I need/ want some beef.
How much do you need/ want?
2)I need/ want some eggs.
How many do you need/ want?
II. Practice.
"Blackboard drill"
T shows the way to ask students practice well.
Shopping list
300g. beef
1k rice
500g. beans
6 apples
1 dozen eggs
2 bottles milk
3 packets noodles
noodles eggs beef apples beans
 2 bottles milk rice
Example exchanges:
S1: I need some beef.
S2: How much do you want?
S1: Three hundred grams, please.
.......etc.
-T controls and corrects.
III. Production 
"Role play"
T asks each student writes a shopping list. In pair, students take it in turns to be the storekeeper and the customer.
Storekeeper
Customer
Can I help you?
I want/ need....
How much/ many.....?
I'd like....
Anything else?
Do you have any.......
That's....dong, please.
.......please.
.......Thank you!
-T corrects
-Students read the dialogue and answer the questions of the teacher.
-Ss give the concept check. 
-Ss read the key words and practice well.
-Ss practice in pair.
-Ss take notes.
-Ss work in role to practice well.
-Ss practice.
-Ss take notes.
-Ss pay attention.
C. Consolidation
-T calls some Ss to give the main ideas in this lesson.
D. Homework
-Doing exercise in the workbook
2.4. The effect. 
Through the teaching experiment, observe my colleagues found the application of varied teaching methods, advanced and rich are needed. With the empirical methods on students that there have been identified with different subjects. From that learning English is difficult, especially difficult in the new knowledge acquired, the children were fascinated by the exciting action game. Hence, passionate excitement with the Department over and of course probably will learn better. A number of good students are increasing. A number of poor students are decreasing. Concrete results are:
- Results:
Through the process of experimental teaching in the class 6a is class I applied some experience to teach conversation and confronting class 6b is class I teach with the old method, I obtained concrete results as follows:
A number of students get excited about learning and understanding the conversation after the implementation of the subject. (April 3, 2016):
Order number
class
Number of students
A number of students get excited about learning and understanding conversation
A number of students are not interested in learning and understanding conversation
Number
%
Number
7%
1
6a
10
8
80%
2
20%
2
6b
12
5
41.6%
7
58.4%
Clearly, comparable data on the table we see that the subject application is quite effective when disseminating content application into practice.
Base on determining basis of reasoning and analysis of advantages and disadvantages of teachers and students in the teaching of conversation in English. I have boldly given some tips to improve the quality of teaching and learning. At the same time through the process of conducting the subject tested in English for students in grade 6 of Town primary and secondary school, I and my colleagues have found the lessons take place quietly, naturally, students no longer felt afraid to learn foreign languages. Children participate in activities diligent, indifferent, exciting so efficiency very high. So with the measures proposed to ensure the implementation of significant policy changes in the spirit and innovative teaching methods, ensuring the principles of teaching in General and of the English in particular demonstrates the correctness of the subject.
Through skilled the reality of teaching, as well as learn from colleagues and the generations before me, I have boldly study themes: "Some experience to teach conversation to cause excitement in English for students in grade 6 of ". But the measure is the tool, the human element was decided namely: enthusiasm, love working, affection children of teachers and the industrious of students which will do the success of lectures.
The above are just some of tricks that I used when teaching type of conversation, the tricks that have brought results in lectures. However, it is also not yet able to plump up, because for yesterday, today it is good but with tomorrow, the other day ... sure to expand, creating more than to fit in and make new education method: "student-centered".
3. CONCLUSION AND RECOMMENDATION
3.1. Conclusion.
After many years of teaching as well as applying the subject, I can draw some following experience:
- For the teache