Techniques for teaching conversational English effectively

 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
PHÒNG GD&ĐT HOẰNG HÓA
SÁNG KIẾN KINH NGHIỆM
 TECHNIQUES FOR TEACHING CONVERSATIONAL ENGLISH EFFECTIVELY
Người thực hiện: Nguyễn Thị Phượng
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Hoằng Phúc
SKKN thuộc môn:Tiếng Anh
THANH HÓA NĂM 2018
THANH HOA - 2016
INDEX
Contents
Opening
The reason selectionthemes.
The purpose of the study.
Research subjects.
Research methods.
New points.
Contents
2.1.Rationale.
2.2.The problems of the situation.
2.3.Experiences and solutions.
2.4.The effectiveness of the initiative.
3.Conclusion and Proposal
 - Conclusion.
 - Proposal
Page
 1
 3
 14
1_ OPENING
THE REASON SELECTION THEM ES
 Nowadays, more and more people are learning English  for  different 
Purposes . English is the language used in many countries and it becomes a native language of many countries,it is the common language of communication in the whole world.
With the trend of international integration, Viet Nam is increasingly promoting the full potential in all fields. Spoken languagebecome an effective tool an uncompromising strength. In addition to their mother tongue, and people of Vietnam have considered English as a second communication language, English is an official and compulsory language at schools from primary school.
We also determinedthat the position of the subject for the general development of society: as a tool to facilitate integration with the international community and the region; access to information and international science and technology; approach advanced cultures as well as important international events. Ministry of Education has set a target of disciplines: Program in English at secondary school education to form and develop in students the knowledge and basic skills in English and intellectual qualities needed to further education or go into working life.
 The news points in this topic is promoting personal learning and creativity of students: The important thing that contributes to effective language acquisition is their own learning method. Teachers need to help them be aware of the nature of language acquisition and encourage them to find the most appropriate learning method for themselves; Teach them self-study methods and learning tips and communication practices. 
Personally, as a teacher of English at secondary school, I understand typical methods of the subject. Along with practical teaching experience teaching, I always study and explore improving the quality of teaching English department.
With these criteria, I strong research topic: Some experiences in teaching English dialogues at secondary schools”.
THE PURPOSE OF THE STUDY
Dialogue is a special kind of discourse that enables people with different perspectives and worldviews to work together 
Dialogic teaching certainly aims to improve pupil’s powers of communication, but it aims to do much more than that.
Pupils should be acquainted with some peculiarities of the spoken language, otherwise they will not understand it when hearing and their own speech will be artificial.
 Dialogic teaching gives them a chance for advancement or promotion in their 
 professional life. 
RESEARCH SUBJECTS
Hoang Thang Secondary School’s Students ( Inter-school ) - Class 6B
REASEARCH METHODS
+ Teaching’s experience
+ Researchdocument
+ Supervise colleagues
 2- CONTENT
RATIONALE
 At school, English as a discipline,it has its own characteristics, creating curiosity enamored with Students but they also met with many problems when they learning English, especially, the difficulties of English syntax and it makes leaners easy to neglect their study. Therefore, teachers as an artist, need to recognize a subtle, sensitive to objects, can give students the excitement and interested in his special subject.
 Central Resolution II_Session VII, prescribed teaching methods change in the direction of “Fix the way to indoctrinate, train lines into the creative thinking of students,step by step application of advanced methods and modern methods in the teaching process”. This orientation has been institutionalized in law Education,a 24, 25, clause: “Methods ofgeneral education to promote position,self-discipline,initiative and creativity of students I accordance with the characteristics of each layer school subjects. Fostering self-learning methods,applied skills training into practice the knowledge, the emotional impact brought joy, excitement for students”.
 Stemming from the point “learner-centered”, approach to teaching and learning has changed fundamentally. The teachers are not only ones who hold the knowledge and impart knowledge that is only ainstructor, facilitator, mentor and inspectorThe learners are no longer passive recipients of knowledge acquisition the center of the teaching process,the creativity in the learning process to achieve their academic goals. Foreign language teaching in general and English in particular, the innovative teaching method is very clear and especially important in communicating in the language. From the points on the students directly involved flexibility to create the joy, excitement in learning English.
2.2 THE PROBLEMS OF THE SITUATION
 Now, teachers are mostly young, dynamic, creative and enthusiastic in teaching.In recent years, the English teaching at school has driven the transformation of active learning activities for students.
Some teachers have rotate due to work,family work so they are dominated,limited to invest in teaching in somewhat.
The number of students have seriously conscious about the subject are small
 The students’habit when they meet the dialogues, they only skim then solving exercises attached.If teachers do not really pay attention on their lesson plans and investment for the students, the conversation is easily forgotten.In practically, students have passive habits,accustomed to listen,take notes like a copy. Most of them do not have the habits of actively explore,discover if lessons are not assigned or if there is also tasked confused while solving problems.They do not boldly express their thoughts, feelings, interests, attitudes in individual in public. Students aware of preparing the lesson is not good, still exists bad habit-waiting for knowledge from the teacher.If they meet troubles they will wait for an explanation from their teacher.
 *Reality:
Pros: Young teachers should approach new ones,agile information technology innovation to investment for the lessons. Therefore, the application of the topic is necessary. Students are keen on the new ones on their own, especially giving their comments.
Cons: Teachers have to rotate due to work so the time to work is uninterrupted. Some others, because of their housework, so they are dominated, limited time to invest in teaching in somewhat, the fear of the class’ noise, time –consuming.
Students not only have the habit of passive activity group but also reply on their friends, they shy, so giving their speech is limited.
Thus, when teachers organize activities to prevent students from the positive reaction occurs and if it happens,trying to encourage, motivate, reward for those students more positive response.
In urban areas, English has become more urgent needs of the people. Many centers and clubs are opened around to meet the aspirations of all classes of people. On the other hand, in remote areas such as mountains, islandsto English learners is new, strange. So, Whose interest are created for learning objects is not easy.
 English is rather interesting subject, requires diligence and hard work from the learners. Create marks for students from acquiring new ones right way and help them remember and inculcate is disturbed beliefs, concerns of teachers. On the way to explore the experience, accumulated learning materials and experienced colleagues attend professional training courses of the ThanhHoa Education and Training Department-Hoang Hoa Education and Training Bureau, I have adopted a combination of modern teaching methods, learning the games, learning to play the lessons that inspire the highest object in the process of learning and experimentation in the classroom, I have achieved quite good results. Students are more interested in learning English, more inspiration and more boldly. Many students also have achieved good points. Heavily feeling with a foreign language class and it has not even proved my direction is right.
2.3.EXPERIENCES AND SOLUTIONS
*Experience: 
a.Task study
-The task of reasoning: System of a number of theoretical issues concerning the procedure and trainingactivities for the steps in teaching English conversation at secondary school.
- Practical tasks:
+ Explore and how students access to secondary school volumes in the conversation.
+ To propose several ways to introduce, practice conversation.
b.Specific content topics
- Firstly: Characteristics of conversation
- Secondly: Approach the conversation
- Thirdly: If the role of play in practice conversation
-Fourthly: Describe how to conduct a conversation taught in three steps: introduction, practice and produce speech.
- Finally: Present and operational procedures for the processing steps and how new words, new structures in conversation.
c.Research methods:
Theoretical research methods:
 Reading research, curriculum issues related to research methods in analysis,synthesis, comparison, modeled to draw the theoretical issues-oriented in nature as the basic to solve problems, tasks.
Survey Methods:
Find out the status of teaching and learning of teachers and students acquire specific knowledge in order todiscover new problems to be solved, determine the common cause, to prepare for the trials next step follow.
Method conversation:
 Talking to colleagues about the advantages and difficulties in the preparation of lectures, teaching and using new methods available today.
Methods of observation:
 Through the weather forecast now, sports instructors can directly observe students status. Consequently know all the ability to acquire, capture knowledge through lectures. Besides learning to require and colleagues discovered the limitations in teaching.
Method of assessment:
 Through the lessons of themselves, colleagues and students test survey.
 In addition, during this research topic I also used to coordinate other methods such as creating games, teaching tips
*SOLUTIONS
 - Recognizing general conversation about teaching dialogues at secondary school:
The purpose of teaching dialogues is to help students develop the skills in listening, speaking ( especially speaking), consistent with the level and age of thestudents,help students acquire and exchange conditions information and improve their English, know more about the society.
Conversation is words between at least two people with the changing role ( with the speaker and the listener ).
The conversation typically requires the immediate response of language habits,so the conversation does not require advance preparation.
Language in the dialogue is shortened. The word wedge, since the buffer is used as a mean of language support.
The expressive elements such as gestures, facial expressions, accent,intonation support the quality and effectiveness of words in dialogues.
 The structures of conversation are completely different from the structures of reading. The words in the dialogue are known as pithiness style.
The main activitiesof the conversation are work in pairs, in groups and role play.
- Approach the conversation:
Steps
Content
Purpose
Activities
Step 1
Presentation
Attracted the students’ interest 
Created the need to communicate to students.
Encourage students to think about topics that they will learn.
Introduce topic of conversation, contextual, character.
Give the suggestions.
Introduce new words.
Step 2
Practice
Help students:
Understand the contents of the conversation.
Learn by heart the dialogues.
Know manipulate structures in conversation form to build the same conversation under the guidance of the teacher.
Practice speaking through:
Practice with teacher’s guide.
Practice in freedom.
Step3
 Production
Help students develop the ability to communicate.
Do exercises.
Practice.
 - The procedure steps and activities for teaching conservation:
We can use many different techniques to introduce a conversation and engaging appropriately for specific students.Here are some suggestions to introduce the conversation:
Using visuals: use the pictures or use real objects to introduce:
 Using paintings, introducing the characters and context of the conversation.
 Use picturesque characters,introducing the characters and context by placing them questions to answer base on competition.
 Use visual appliances as real paintings or objects,join in the conversation. 
b. Using cassettes:
 - Play the tape for them to hear the model conversation.
 - Reading sample conversation follow the character’s voice in the conversation.
 - Role play the dialogues with students ( eg: Teacher can play as a salesgirl and a student who play your customer ).
 - Let student role play.
c. Practice:
For example: Unit 11- A2- P.116 (English 6)   
One of the following activities may be used:  
- Using two characters: Ba- a student and Salesgirl. Introducing context and character: Three are in the food store, she wants to buy beef, butter and eggs. Let's listen to the conversation between Ba and her . (Pictures)
- Using painting: Ba and Salesgirl . He is standing at the counter. Ask questions for students based on responses. Here are some suggested questions: (Ask and Answer)
             Who is this? (Point to Three)
             Who is this? (Point to her sales)
             Or: What can you see in the picture?
             What is Ba doing?
             What is the salesgirl doing?
- Using real objects: 200 grams of beef, dozen eggs. Introduce the character and context of the conversation by giving an incomplete conversation. (dialogue build)
Salesgirl: Can I help you?
Ba: Yes, I’d like___________________, please.
Salesgirl: How much do you want?
Ba: ___________________
Salesgirl: Two hundred grams of beef. Is there anything else?
Ba: Yes, I need ___________________
Salesgirl: How many do you want? 
Ba: ___________________, please.
- Use two paintings: Three and she sell. He was standing at the counter. The teacher asks questions and answers and asks the students to reassemble them to complete the conversation.
Example: Unit 10- A3- P.105 (English 6)
- Using paintings, machines and cassette tapes: Character and context introduction: Nam, Lan, Ba are in a restaurant. Then the teacher opens the computer for students to listen and remind students to pay attention to the pronunciation and intonation of the dialogue.
Along with two excellent students in the class to form a conversation.
* In addition to the measures and activities I do for the children to conduct classroom work as I presented above, I also wish them some extracurricular sessions to help them condition the application of knowledge. learn in practice.
 Form of organization: I usually organize on Sundays when I'm free. I usually organize the exchange of students before a test or a test period. I will give the topic in advance so that children can prepare directions, while enabling them to practice, to help them re-examine the knowledge before examination or examination.
For example, after finishing school after Unit 6, I organized a session for all the classes I taught so that they would have the opportunity to get to know each other and learn about each other. day. I will give some suggestions. And I realize that they are very excited to participate in this activity and this is also an opportunity for them to help each other. Because observing the children talked to each other, I noticed that some of them would find out and correct their mistakes through your conversation.
The exciting talk of groups of students participating in extracurricular activities
-Testing the feasibility of implementing measures
 An empirical lesson
 UNIT 14: MAKING PLANS
WEEK: 27	 PERIOD: 81	LESSON 1: A. Vacation destinations.
A1 – A3 (Page 140 - 141)
I- Objectives: By the end of the lesson, students will be able to talk about their vacation plans.
II- Materials: Textbooks, cassette + tape, 2 pictures in the textbook.
III- Procedure:
Timing
Content
T’s & Ss’ activities
5’
5’
8’
10’
15’
2’
I. Warm up: Brainstorming
 Make activities that you are going to do tomorow 
 * suggested answer:
- 7-9: do the homework
- 10-11: help mother
- 11-11.30: have lunch.
- 13: go to school.
II. Presentation:
*Pre-teach vocabulary:
- a vacation: holiday trans
- a citadel: trans
- (to) stay with : trans
- aunt (n): situation 
-uncle (n): situation 
- (to) visit: trans
*Form:
What are you going to do? 
 is he / she
 I + am going to + V +  
 He / She + is + going to + V + 
*Uses: use to ask about someone’ s preparasion.
* Listen and repeat.
Ba: What are you going to do 
 this summer vacation?
Lan: I am going to visit Hue
Ba: Where are you going to stay?
Lan: I’m going to stay with my aunt and my uncle
Ba: How long?
Lan: For a week.
Ba: What are you going to do in Hue?
Lan: I am going to visit the citadel.
Some questions:
What is Lan going to do?
Where is going to stay?
How long is she going to stay?
What is she going to do? 
II. Practice 
Example Exchange:
S1:What are you going to do this summer vacation ? 
S2: I’m going to visit [Ha Long Bay]
S1: Where are you going to stay?
S2: I’m going to stay [in a hotel].
S1: How long are you going to stay?
S2: I’m going to stay there [for two weeks]..
S1: What are you going to do?
S2: I’m going to visit [the beach and swim].
III. Production:
 Given situation: This summer, you are going to Ho Chi Minh City for three weeks to visit your grandparents. You visit Dam Sen, Water park,
4. Homework:
- Learn vocabulary and structures by heart
- Prepare new words in Unit 14 A4 – A5 P.142 – 143: + a temple + (to) see + a beach
T divides the class into four-student groups 
T explains the game
Ss do the task in groups
Checking
T. introduces the lesson
T. elicits vocabulary
T models – Ss repeat in the whole class, and then individually
Ss give the meaning and the tress
Ss copy down
T introduces the tructure
T help Ss give the form, use and meaning of the tructure
Ss copy down
T. use the picture to set the scene:”Ba and Lan are talking about their summer vacation”
Ss listen to the tape.
Ss repeat in chorus 
Ss practise in pairs
* Dialogue Build
T. does concept check and draws out the structures, form and uses.
T asks Ss some questions to help them understand it better.
T runs through the questions 
Ss work in pairs 
T checks 
T runs through the exercise and models.
Ss practice in pairs
T. walks round and help them.
T checks and corects
T explains the exercise.
Ss play roles in pairs.
T checks
T asks Ss to do the homework at home
Ss copy down.
THE EFECTIVENESS OF THE INITIATIVE
- For students: Students in rural areas, especially ethnic minority students, find it difficult to communicate in the language. Moreover, they are foreigners. Encouraging children to act as role models facilitates access to better knowledge and develops listening and speaking skills. Casting and using dialogue often gives children boldness, expressing emotions such as gestures, facial expressions, gestures, accents, intonation.
 Some photos in the classroom
- For teachers,the colleagues,shool: Helping dynamic teachers create flexible teaching, bringing knowledge to children in a simple, close, easy to see no machinery. Give the teacher the habit of self-learning, exploring and reflecting, drawing experience from the experience. - Based on the theoretical basis and analysis of advantages and disadvantages of teachers and students in the proce