Some activities help students practise speaking skill effectively in English 12 (basic)

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT4 THỌ XUÂN
 SÁNG KIẾN KINH NGHIỆM
SOME ACTIVITIES HELP STUDENTS PRACTISE SPEAKING SKILL EFFECTIVELY IN ENGLISH 12 ( BASIC)
 Giáo viên: Nguyễn Trọng Thắng
Chức vụ: Giáo viên 
 SKKN thuộc môn: Tiếng Anh
THANH HÓA NĂM 2016
TABLES OF CONTEN	TS
1.Introduction
Page
Reasons for choosing the study..
2
Aims of the stduy..
2
Subjects of the study.
2
Methods of the study
2
2. Contents of the study.
3
2.1. Rationale of the study
3
2.2. Current status of the problem before applying the study
3
2.3. Some activities help students practise speaking skills effectively in English 12
5
2.3.1. Miss you most.
5
2.3.2. Interview.
6
2.3.3. How much do you know about this?......................................
7
2.3.4. Response.
9
2.3.5. Education dictation.
9
2.3.6. Discussion
10
2.3.7. Busy time
11
2.3.8. Complete the words.
12
2.3.9. Daily work
13
2.4. Effectiveness of the study for educational activities, with myself, the colleagues and the school
15
3. Conclusions and recommendations
16
3.1. Conclusions
16
3.2. Recommendations.
16
Reference books
18
1. INTRODUCTION
Reasons for choosing the study:
In recent years the Ministry of Education and Training gave us 7 year- textbooks on English subjects performed synchronously at secondary schools all over the country, to meet the needs of today's new realities. Each unit of study was compiled under five basic parts: Part A: Reading; Part B: Speaking; Part C: Listening; Part D: Writing; Section E: Language focus.
Through the teaching process, we may find out that in the practice sessions of design skills training activities are relatively reasonable, clearly help both teachers and students can easily grasp its mission through each specific task in the textbook.
However, over the years of teaching, I found that teaching speaking part at high school has encountered many difficulties and obstacles. Students participating in this class is not natural, and passive. This makes lessons become tedious, no depth. Usually these classes are taught in a perfunctory, students do not communicate effectively. Thus, the practice of language in communication in a large part of students is not much.
2015-2016 school year, I was assigned to teach in schools grades12, I myself have tried to learn, to explore ways to more effectively to teach speaking, especially speaking lesson in textbook grade 12 ( basic). How to create training activities share knowledge speaking skills classes become simple, practical, easy to remember high communicative is what I always concern and think. Therefore, initiatives in this study I want to share with colleagues:
 "Some activities help students practise speaking skill effectively in English 12 (Basic)".
Aims of the study
This topic was conducted to help students improve speaking ability and confidence to help them communicate, as well as help them to have more interest in the English subject.
 Subjects of the study
This study will investigate the student's interest in learning English. Then set out a number of activities to help students practise speaking skill in Speaking lesson in English grade 12 (Basic)
 Methods of the study
 Methods to build the theoretical basis: Learn the reality of the problem then find out the solutions to solve the problem.
 Methods actual survey, gathering information: Distributing questionnaires learning attitude of students towards subjects in English before performing the subject. Then gather information to grasp the spirit of their learning
Statistical methods, data processing: After applying the theme will be the result statistics about the level of student progress to evaluate the success of your project.
2. CONTENTS OF THE STUDY
2.1. Rationale of the study
	Vietnam is on the development and international integration. Thus, English is a powerful tool with requisite strength. Also for that reason that English is seen as a major subject in the high school level. The teaching and learning English has many ways, many ways and many different conditions, but are focused on the development of creative dynamism, the activeness of students in order to make it possible to identify and resolve their problems.
	But in fact ability of listening, speaking, reading and writing skills, especially speaking (speaking skill)) of students are facing many difficulties, especially when communicating with foreigners. Because communication is the favorable conditions to stimulate the use of foreign language learners to achieve the most effective. However, speaking skills are sometimes forgotten by us only through the assessment language proficiency, knowledge not measured by the ability to use language. Therefore we must pay attention a lot to the skills to equip students the ability to communicate confidently, fluently. To do this, teachers need to organize attractive learning environment in order to attract more students to participate. Do these,Students will be more confident and more boldly to communicate in a foreign language later. 
2.2. Current status of the problem before applying the study
2.2.1. For students:
	To know exactly excited about studying English and learn whether they liked speaking lesson or not ? We conducted the survey found, with 90 students in the class 12A1 and 12A4 . Sample surveys are as follows:
Please tick your choice. 
1.You like or dislike studying English?
Like very much
Like
Normal
Dislike
2.You enjoy speaking not learn the details?
 Like very much 
Like
Normal 
Dislike 
3.Why do you like (dislike) to learn speaking lesson? ..........................................................
Thank you for your cooperation !
	And this is the result: 
T otal
Like very much
Like
Normal
Dislike
90 hs
Sl
%
Sl
%
Sl
%
Sl
%
Before applying the study
10
11.1
15
16.7
25
27.8
40
44.4
	From the above results, I noticed that: The majority of students have no interest in learning English in general, speaking in particular. Most students said that English was difficult subjects, most of them were afraid to study this subject. Some students grasp knowledge is very little skill. They also said that the speaking lesson learned for fun because their ability of practicing language was not noticed at the begging of learning English. They also said that actually this part is not in the entrance examination so they should not need to pay attention to it. Besides, some activities in the textbook are not only difficult but also very poor, boring and monotonous. The lessons`about this part are often tedious and very few students involve. For these reasons, they are very passive in the period and they are not interested .
	Besides, the high school where I am teaching myself located in areas of rural ,the economy is difficult.. The main income of the people are dependent on agriculture, so the investment in learning for their children has not been focused, interested. Therefore, students have difficulties in learning, even they do not have enough material serving for learning
2.2.2. For teachers:
	The majority of English teachers were aware that teaching speaking skills is important but in fact speaking part of the English 12 (basic) is found: They are headache when they start teaching speaking period for the following reasons:	The number of students in a regular classroom in our country today is 45 students, even those classes of over 50 students. Therefore, teachers find it difficult to organize a speaking lesson with the numerous number of students and they are said to be very hard, can not control all the activities of the students.
	Besides, the speaking activities in English 12 (basic) are not entirely suitable for students, there are many activities designed too hard but there are too easy activitis compared with levels of students . Therefore, the speaking activities often end with chatting in their mother tongue.
2.3. Some activities help students practise speaking skills effectively in English 12 (basic).
Miss you most.
Aims:Warm up to talk about the family 
Unit 1: Home life
Time: 4 minutes
Preparation: No 
How to organize: Work in groups
Process:
Step 1: The teacher divided the class into two groups A and B
Step 2: The teacher write on the questionnaire:
When you leave your home for university next year, what or who will you miss most?
Step 3: One student from each group answered questions in turn, using the word in the order of A, B, C ... Each student stand up to reply only once, and the group can help.
Step 4: Teachers and students will decide to accept or not accept each answer and the other group continued. If after 5 seconds that a group does not have the answer, that group will lose the first turn and the other group continued. Each answer is acceptable scored 1 point. The team getting more points will be winner
For example:
Student from A: when I leave my home, I’ll miss my aunt most
Student from B: when I leave my home, I’ll miss my bed most
Interview.
Aims: Speaking about the work in every family.
	Unit 1: Home life
Time: 5 minutes
Preparation : A printed form information in Task 3
.How to organize: Work in groups.
Process:
Step 1: The teacher divided the class into groups, each group of students and the same number of groups: divide the class into four groups, each consisting of 4 students ...
Step 2: The teacher gives each student a preprinted form information.
Step 3: Each student in the group goes to another group to conduct the interview following the suggested information.
Step 4: After 2 minutes, the students returned to the group and report to the group about the new friend they have just interviewed.
For example:
Student A: Can you tell me who works in your family?
Student B: Both my parents work. My father is a doctor. My mother is a worker.
Student A: Who does household chores?
Student B: My mother does most household chores.
Student A: What is your responsibility in the family?
Student B: I help my mother do the washing up and clean the floor. I help my brother with his homework.
Student A: What interest do your family members share closely?
Student B: our schoolwork and TV programmes are what we share closely.
Student A: Who do you often share your secrets with?
Student B: I often share my secrets with my mother
Student A: Who do you talk to before making an important decision?
Student B: I talk to my parents before making an important decision.
Report
I talked to Mai. Both her parents work. Her mother does most household chores but she helps her a lot. Her responsibility is doing the washing up, cleaning the floor and helping her brother with his homework. Her family members share the schoolwork and TV programmes closely. She often shares her secrets with her mother. She talks to her parents before making an important decision.
2.3.3. How much do you know about this?
Aim: Speaking on the issues outlined in pages 22, 23 textbooks	Unit 2: Cultural diversity
Time: 5 minutes
Preparation: 8 pictures
How to organize: Work in groups
Process: 
Step 1: Teachers divide the class into 8 groups, ask each group to appoint a representative.
Step 2: Teachers ask each group to draw 8 pictures. Each picture suggests one of the culture mentioned in Speaking part in the textbook page 22.
Step 3: Each group's task is to observe the pictures and talk some understanding of the customs and culture of their group through their picture.
Step 4: When the time is over, teachers call representatives of groups to present their ideas to the class and other groups can ask questions.
8 suggested pictures:
Answers: Topics mentioned in 8 pictures.
People go shopping once a week
Lovers hold hands and kiss in public
Children sleep in their own bedrooms
Three generations live under the same roof
People ask questions about age
people celebrate their birthdays
Christmas is a national holiday
Marriage is based on love
Response
Aim: Practising repartee skill 
	Unit 3: Ways of socializing
Time: 5 minutes
Preparation: No
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into two groups A and B
Step 2: One student in group A give a compliment, a student group B respond. Then a student in group B give other compliment and other student in the group A respond .
Step 3: Continuously conducting the repartee; if any student interrupted for more than 5 seconds (calculated by counting the class one, two, ... .five) then stood up.
Step 4: Provisions for the repartee is that two students in the first desk talk to each other , two students in the last desk talk to each other symmetry through aisles or continuously according to orderly rows of desks and ensure every student will participate.
Step 5: Teacher reward student group has fewer students who have to stand up when the time is over.
Example:
Student A: You look very nice in your new dress.
Student B: Thank you. That’s a nice compliment
Education dictation
Aim: Revise vocabulary about education system
	Unit 4: School education system
Time: 5 minutes
Preparation: 8 sentences, each sentence with a missing word.
How to organize: Work in groups.
Process:
Step 1: Teachers divide the class into four groups, ask each group to prepare a pen and paper and send representatives to record the answers on paper.
Step 2: Teachers read respectively 8 sentences have content about the education system; each sentence with a blank. Teachers read from education in the blanks. Each group's task is to find a word or a suitable replacement numbers for the education of teachers to read each sentence.
Step 3: After teachers reading 8 sentences, the group hand in the answers and teachers read each group's answers to the class and remark them.
Step 4: Groups find many of the best will win.
Teachers’ reading part:
1. When I was five years old, I was sent to education by my parents.
2. In our country, it is education for children between the ages of six and fourteen to go to school
3. Many children below the age of four go to education school.
4. Children between the ages of education and 17 go to Upper-Secondary school.
5. A young child studies education 1 to 5 in a primary school.
6. Before entering Upper Secondary school, children have to spend education years at a lower secondary school.
7. The highest grade in our general education system is the education.
8. When finishing Upper Secondary school, students have to take a national examination for the education.
Answers:
1. Kindergarten	2. compulsory	3. nursery	4. 15
5. grades	6. 4	7. twelfth	8. GCSE
2.3.6. Discussion
Aim: Practising speaking about education systems in Vietnam and England
	Unit 4: School education system
Time: 5 minutes
Preparation: 1 set of vocabulary cards for each pair
How to organize: Work in groups
Process:
Step 1: Teacher divided the class into many pairs and give vocabulary card for each pair
Step 2: Two Students put on the table face-card vocabulary then choose the tag vocabulary and speaking problems recorded in the card. A student will talk about the education system in Vietnam and student B talks about the education system in the UK to work together to find out the similarities and differences between education systems.
Step 3: When the time for the discussion is over, teachers call the representative of the group to report to the class about their results.
Step 4: Teachers call other couples to give comments or additional comments.
Vocabulary cards have been applied:
Levels of education
The age at which children start grade 1
The terms
Compulsory education
Academic year
The grades at primary school
School fee
curriculum
School system
National examination
Busy time
Aim: Consolidate all about the process of applying to universities according to specific time.
	Unit 5: Higher education
Time: 5 minutes
Preparation: Round of 12 numbers for the 12 months
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into two groups and put the round in front of the class
Step 2: Turn one student per group to dial. The hand points to which month, Student talks about his work will be done in that month to prepare for college.
Step 3: Student talks according to the suggestion in Task 2 page 55 textbook
Step 4: Every good presentation will be scored 1 point, the group has more points wins.
Answers:
Month
Work
October 
Learn for the first semester at high school
Do 15 minute and one period tests
November 
Learn for the first semester at high school
Do 15 minute and one period tests
December 
Take first term examination
Januuary 
Get first term results
Start second semester
February
Attend meetings introducing universities
Choose the favourite univrsity or college
March
Fill in the application form
Send the application form
May 
Take the GCSE examination
June 
Get the GCSE result
July 
Take the entrance examination to the university of
August
Get the entrance examination result
September
Get a letter of acceptance from the university
Go to university as a university student
Complete the words.
Aim: Revise vocabulary about jobs.
	Unit 6: Future jobs
Time: 8 minutes
Preparation: Photocopy handouts
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into four groups and give handouts
Step 2: In handouts is 17 words, each word has only one of the key vertical: choose the right job. The mission of the group is to read the clues and find the right words in horizontal rows only occupation, the (-) denotes the number of letters of each word, and a few from the compound.
Step 3: After 5 minutes the teachers receive teh answers of three groups completing the fastest and give comment in front of the class. The group find the most right words is the winner.
Handout made:
SHEET 1
Read the clues and find out the right words. The dashes show you the number of letters of each word. Some of them are two- word.
 _ _ _ _ C _ _ _ _ _ _ _ _
 _ _ _ H _ _ _ _ _
 _ O _ _ _
 _ O _ _
 S _ _ _ _ _
 _ E _ _ _ _ _ _ _ _
 _ _ T _ _ _ _ _ _
 _ _ _ H _ _ _ _ _ _ _ _ _ _ _
 _ _ _ E _ _ _ _
 _ _ _ R _ _ _ _ _ _ 
 _ I _ _ _ _ _
 _ _ _ _ G _ _ _ _
 _ H _ _ _ _ _ _ _ _ _ _ _
 _ _ T
 _ _ _ _ G _ _ _ _ _
 _ _ O _ _ _ _ _ _ _
 _ _ _ _ B _ _
SHEET 2: Clues.
He can arrest criminals ( two words )
He designs houses, buildings..
She wears and shows her new styles of clothes
He prepares food in the restaurant
He spends most of his working time at sea
She makes people’s appearance more beautiful
He travels into space
He designs clothes (two words)
He makes people laugh a lot by his performance on stage
 He writes articles for some newspapers
 He stops fire
 She takes groups of tourists around the city
 He sells you things in a shop(two words)
 He cures animals when they are ill
 He plays records at a jazz club at night
 He plays football professionally
 He repares things like water pipes in your house
Answers:
	1. police officer	2. architect	3. model	4. cook
	5. sailor	6. beautician	7. astronaut	8. fashion designer 
	9. comedian	10. journalist	11. fireman	12. tour guide
	13. shop assistant	14. vet	15. disc jockey	16.footballer	17. Plumber
2.3.9. Daily work.
 Aim: Practise talking about the job characteristics of different occupations.	Unit 6: Future jobs
 Time: 10 minutes
 Preparation: 9 pictures about 9 different jobs.
 How to organize: Work in groups
 Process: 
 Step 1: Teachers divide the class into three groups and each group of students will be given a set of paintings including 9 the pictures.
 Step 2: Each student in the group will select any 3 paintings and introduced to the group about the daily work of each profession. The other students listened and commented to his friends.
 Step 3: After 5 minutes, teachers call the 9 students of 3 groups described the class about the work of the profes