Some effective techniques to encourage the students in basic classes 11 to speaking lesson through lesson two of unit 6 in tiếng Anh 11

TABLE OF CONTENTS
Pages
Table of contents
1
A. INTRODUCTION
2
I. The reason of selecting the topic
2
II. Objectives of research, research tasks, research methodology and scope of research 
2
1. Objectives of research
2
2. Research tasks
2
3. Research methodology 
3
4. Scope of research
3
B. CONTENT
3
I. The reasoning basis of the theme	
3
II. The real situation of the matter.
4
1. The real state
4
2. From this consequence, we can see that
7
III. Measure implementation
7
1. Dividing groups and assigning their task at home
7
2. The distribution of the speaking lesson
8
2.1 Pre- speaking strategies
9
2.2 While – speaking strategies
12
2.3 Post – speaking strategies
12
IV. The result of researching
13
1. About the theory
13
2. About the fact
15
C. CONCLUSION AND PROPOSAL
15
I. Conclusion.
15
II. Proposal.
16
A. INTRODUCTION
I. The reason of selecting the topic 
While a picture may be worth a thousand words, those words will no doubt come in handy if the picture is distorted or poorly understood. After all, the most effective way to communicate is through speech.
The four language skills of listening, speaking, reading, and writing are all interconnected. Proficiency in each skill is necessary to become a well-rounded communicator, but the ability to speak skillfully provides the speaker with several distinct advantages. The capacity to put words together in a meaningful way to reflect thoughts, opinions, and feelings provides the speaker with these important advantages. Here are some of the specific reasons why English learners are encouraged to speak in English- that’s why in Program Framework, Grade 11 textbooks; speaking is secondly taught to help students get knowledge in learning other skills such as: reading, listening and writing. Moreover, throughout the world today, and especially in developing countries, there is a great need for people to speak English well. Many employers look for English speakers smoothly. So it is important for students to learn to speak English and for teachers to know how to teach speaking well. In addition to, many teachers are already very good at teaching vocabulary and grammar in order to prepare students for examinations. However, organizing lessons to practise speaking English can be a big challenge for both teachers and students . In this situation, I try my best to find out effective methods to improve student’s speaking skill and I choose Unit 6 – speaking in Tiếng Anh 11 to make my experience initiative “SOME EFFECTIVE TECHNIQUES TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 11 TO SPEAKING LESSON THROUGH LESSON TWO OF UNIT 6 IN TIẾNG ANH 11” in order to gain the best lesson and help students improve their speaking skill. 
II. Objectives of research, research tasks, research methodology and scope of research
1. Objectives of research 
a. For the students
 In this topic, I mainly focus on the actual subjects of basic class 11 and introduce students know how to learn and gain speaking skill, through some steps in learning procedure, students not only understand effective and have suitable methods, but also apply those to fact situations in the life
b. For the Teachers: 
Find out the most effective methods to improve students’ speaking skill and know how to stimulate students to speaking lessons naturally. Besides, teachers also draw from valuable experiments in making suitable lesson plans for different learners in each period.
2 . Research tasks 
	 The purpose of research is to discover answer to questions through the application of scientific procedures. The main aim of research is to find out the truth which is hid and which has not been discovered as yet. Through this research I mention two main tasks:
- Find out the actual situation of students’ attention to speaking lesson and academic research of practicing communication skill effectively.
	- Apply my research to teaching practices, then compare, contrast the implementation of a topic. And teachers evaluate and conclude the effectiveness of topic.
3. Research methodology 
- It’s a way to systematically solve the research problem. It may be understood as a science of studying how research is done scientifically. In this I study the behavior and instruments I use in performing research operations such as making observations, recording data, techniques of processing data and others. Research methods refer to the information used in selecting and constructing research technique such as analysis of documents, questionaires, focused and group interview, survey, comparison and evaluation. All those methods which are used during the course of studying my research problem are termed as research methods. Since the object of research, particularly the applied research, it to arrive at a solution for a given problem, the available data and the unknown aspects of the problem have to be related to each other to make a solution possible. Keeping this in view, I focus on: 
 	+/ I concern with the collection of data which is available without being sufficient to arrive at the required solution;
	+/ I use statistical techniques which are used for establishing relationship between the data and the unknown
	+/ I also apply the methods which are used to compare and evaluate the accuracy of the results obtained. 
4. Scope of research
	The scope of study for a research paper is usually one of the first sections to the project. It sets out the scope of my work and limitations, so I mainly focus on two aspects:
	+/ It’s about effective methods to teach Unit 6 – B. speaking in English book 11 .Through this lesson, students know how to acquire speaking skill.
	+ I apply my search to students in grade 11 such 11 A2 and 11 H2 in Trieu Son 3 high school.
B. Content
I. The reasoning basis of the theme	
According to experts such as MC Gee (1977), Thornis (1980), Havernson & Haynes (1982)........English teachers need to focus on effective factors of successful speaking lessons such as: students’ attention to the lesson, ability of , acting on a knowledge of grammar and vocabulary and ability of working individually, in pairs or in group. However, fast or slow results depend on students’ understanding in mother tongue, health, and acumen in audiovisual capability. Moreover, a number of impacts other elements come to learner’s unevened apprehension leveling. Therefore, teachers need a concrete orientation in speaking such as teaching students ways how to use the language and communicational situations. Most students are afraid of making mistakes in pronunciation. Therefore, they do not like speaking or join speaking lessons. On the other hand, they only focus on doing tasks in textbook and not applying to practical situation.
	Inferential capability, understanding and exposition to concepts such as words, phrases, and sentences which can impact effectively on reading. How to understand lessons thoughtfully depends on students’ ability in learning a language.
	In short, to gain a high result in attract students to speaking skill, teachers need flexibly not only classify students properly and find out effective methods, but also make up different situations which help weak students and stimulate strong ones in a speaking period. Teacher should combine other skills such as speaking, writing in order to make lesson become attractive and interesting.
II. The real situation of the matter.
1. The real state
Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language.
	Although English became one of the official subjects at school, but promoting its benefits has not been much interested, partly because the facilities are not high and don’t attract students’ passion for learning increasingly. Some teachers complain that most students are not able to confide in communication . Reason why students don’t enroll speaking activities in each lesson – students hate to speak, they only answer the questions required in each task of the textbook. Students lacked motivation to solve situation in the life, even if the teacher give questions or cooperation, they show negative attitudes. For most of the learners, speaking is an extremely difficult task that requires integrated body of skills, which also does not get easier with the practical situation and the accumulation of experience.
Teachers have an important role to improve speaking skill to their students to improve other language skills. They can follow some stages and strategies when teaching this skill because speaking strategies are considered as the mental operations involved when teachers approach a text effectively and make sense of what they read. However, some teachers have not applied flexibly theory into practice; have not integrated properly skills together in lesson, and innovative methods which are not suitable for the students. That’s why the quality of the lesson is not effective and reduces.
During my teaching process in Trieu Son 3 high school, I must look at actual issues in learning speaking skill of students in basic class 11 is very badly. Students aren’t interested in this skill. As you can see in this convey in basic classes 11 such as 11B2 and 11B1;
Disadvantaged factors
Percentage (? / 100%)
1. Topic: - Most topics are strange to basic students; their content is complex and boring.
70 %
2. Tasks and activities: - They are often suitable with students’ knowledge. Some are too difficult and strange, and others are shortage of realistic.
55%
3. Words and structures: - Students are in trouble with a lot of new and complex words or structures in one text.
80 %
4. Students’ habit in practicing speaking skill: - Only answer questions in the task and be lazy in creation of the communication skill.
- Students also try to write without speaking
90%
5. Students’ belief: - Most students are afraid of making mistake (pronounce, rhyme, wrong answer) or getting communication problems.
77 %
6. Teaching aids: - Most classes lack of teaching aids.
- Teachers aren’t interested in teaching aids of each period.
	43 %
Moreover, there are some disadvantages in applying unsuitable methods, skills to each lesson. If it happens in a long time, it will affect to students’ ability in a language class and make them passive, lack flexibility, afraid to make a conservation.
 For example, in Unit 6 – B. speaking in Tiếng Anh 11; 
Teacher and students’ activities
contents
limitations
Teacher: - Ask students to give their opinions?
Students: - Give opinions
Teacher: Give useful language
I Like......., but I don’t like..............
Students: - Listen and copy down their notebook
Teacher: - Ask students to work in pairs.
- Give useful language
Students: - Work in pairs.
- Give answers and questions
-Teacher: Ask students to work in group. 
- Give some instructions to the lesson
- Ask students to give answer
- give a comment
-Students: Raising their hand to talk.
1. Before you speak
Questions: - Which of the competitions / contests below do you like or dislike?
- Why?
2. While you speak
1. Task 1: Choose A, B, or C that best suits the meaning of the italicized word.
2. Task 2: Ask their partner how he /she feels about each type of the competitions.
 * What do you think of the general knowledge Quiz?
3. After you speak
-Talk about a competition or contest.
1. Where and when did you see or take part in it?
2. What type of competition or contest?
3. Who organized it?
4. Who participated in it?
5. Who won the competition?
6. Who won the competition?
 7. Did you enjoy it? 
- Most students used answers in reference book.
-These questions aren’t attractive to start a lesson.
- Time- consuming.
- Students feel bored and lazy.
-Task only suits some students in the class.
- It is similar to reading lesson. 
- Only stimulate some strong students.
- Only weak students are afraid of making mistake or not understanding their partner’s ideas
- Students aren’t self-confident enough to make a dialogue .
- The atmosphere of the class is serene.
- Only gift students are eager to speak English.
- Everything seems to be a model.
Through my votes in the investigation and table of early year( 2015 -2016) in class 11B1, 11B2, the percentage of basic students’ result in ending the reading lesson of unit 6 as follow: Class 11B1
Class sizes
Good
Above average
Average 
weakness
poverty
44
0 = 0%
03 = 6,8 %
15 = 34,1%
20 = 45,5 %
06 = 6,8 %
- Class 11 B2 
Class sizes
Good
Above average
Average 
weakness
poverty
43
2= 4,7%
15 =34,9 %
18 = 41.9%
5 = 11.5 %
03 = 7%
 2. From this consequence, we can see that:
From results of the current situation, I give some effective methods to help students have a good speaking lesson through part B in Unit 6 (competitions) of basic English 11. I also show students that speaking is an interesting and important lesson. Students will not be under pressure of studying. And I realized good results in basic classes I apply my new methods in school year 2015- 2016. Students gradually know how to prepare a speaking lesson, performing and applying to other skills. Each period, students discover new things for them. In each period, students feel confident and comfortable in giving ideas, creation and apply it to practical situations in the life.
III. Measure implementation
1. Dividing groups and assigning their task at home
a. Way to perform:
	After finishing reading lesson, I will divide the class into four groups to prepare for the next lesson: Unit 6 – B. speaking. Each group will make a discussion about the title of the next lesson. There is no limit in their preparation. 
Teachers will observer students in learning process to classify each group at the same level correspondence. If students pay attention to the lesson, prepare the lesson well, involve in activities positively and have a lot of creation in each situation, they will be added good marks in their tests’ mark. In contrast, if any groups ignore their task, they will be added bad marks in their test’s mark. In sum, except for final first or second term test‘s mark, I will divide final mark total into two part: 80 Percent in the test and 20 % in learning process.
b. The effect of this formation
 - For the Teachers: It will reflect exactly students’ ability in the class. Discussion in group will help students feel more self –confident in speaking English among their friends as well as others. Stimulating students to creation to make role-play in order to solve situation in the life better. In addition, it is easy to comprehend the lesson without following a rigid model.
- For the Students: They will have to prepare lesson carefully, raise their hand to answer questions from the teacher, take in the activities sympathetically and pay attention to the lesson if they want to be added good marks. Of course, they will feel more confident in communication and giving their own ideas or answers. It also makes students aware of how the importance of language learning is.
2. The distribution of the reading lesson
	I divide the lesson into three main stages and distribute time properly to gain a high result. The stages and strategies of speaking that I should promote for my students are: - pre-speaking, while speaking and post speaking stages. These stages are very important when teaching this skill, each of these ones has its own characteristics, although they are related to one another. That is, the pre-speaking stage leads to the while-speaking stage and finally to the post –speaking one. These stages make the students understand and improve speaking skill. 
Teacher introduces some competition on TV and asks students which one they like best. And then, I ask them some questions relating to the lesson.
1. Which competition do you like best on TV?
2. Why do you like it?
3. If you had a chance to participate in a competition on TV, Would you like to join it?
à After listening to their answers, teacher gives comment and uses these questions and answers to lead in new lesson.
b. The effect of the activity.
	In a short time, I can introduce some competition on TV and also attract students to the lesson better. In addition, students guess the content of the lesson.
2.1 Pe- speaking strategies:
	Teacher can enable their students to understand a speaking text by giving useful language. Thanks to this, students can apply them to their speaking. This stage also helps to make the next stages of speaking more easily adaptable to students. Therefore I must find out the best way to start an effective speaking lesson. 
	In this part, I divided into two parts: Brainstorming and providing students some vocabulary and structure to raise their speaking abilities.
a. Brainstorming
- In this part, I want students to think some things relating to the lesson in order to help them feel comfortable and understand speaking title more.
Sao Mai Television Singing Contest
Olympic Games
GAME SHOWS ON TV
Wheel of 
fortune
The price is right
b. Teaching vocabulary 
	It is very important for students to learn vocabulary. Students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognise the item and its meaning. Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention. At this stage we are concerned not only with students understanding the meaning of words, but also being able to use them appropriately, taking into speaking lesson effectively. In addition, I also ask students for words or sentences which can provide then in the process of speaking. I read and ask students to repeat, then I check the pronunciation of the whole class and two students 
For example:
 - Native speaker (n): 	Người bản ngữ ( translation)
General knowledge Quiz : 	Cuộc thi kiến thức chung
Athletics Meeting : 	Cuộc thi điền kinh
Observe (V): 	Quan sát
Cheat ((n): 	Trò lừa bịp.
+/ Cheat someone out of + N :	 	Lừa ai để lấy cái gì.
Achieve (v): 	 Đạt được
Aim: To pronounce word exactly and provide students words to practice tasks and understand the content of speaking text. By this way, students can get a deeper and better understanding of the meaning and the use of the vocabulary. 
c. Checking vocabulary 
	I use pictures to check new words students have just learned. I call some students give a sentence contained a new word.
For example: 
1. At center, we can speak to native speakers to improve English.
2. To achieve a higher result, both teams must complete five activities in all
=> Aims: students can get a deeper and better understanding of the meaning and the use of the vocabulary. 
2.2 While-speaking strategies 
	The speaking activities of while-speaking stage help to encourage critical thinking of students and increase comprehension an easy retention. This stage includes two activities. Firstly, the teacher will give some small talks to make a model. This can help students know how to start or finish a conversation. For