II. Purposes of the study
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2.
Which speaking lessons (in 16 units of Tieng Anh 10) are difficult for
the students at QX3HS?
3.
What speaking activities in the textbook “Tieng Anh 10”should be
adapted to reduce students’ difficulties?
IV.Research methodology
To achieve the aims mentioned above, the study employed survey
questionnaire for students, interview for teachers and classroom observations
to collect information on the the students’ difficulties and seeks a way to reduce
those difficulties by adapting some unsuitable textbook pre-designed English
speaking activities in “Tieng Anh 10”.
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B. CONTENTS OF THE THEME
I. Theoretical basis
In reality, a textbook can never totally be an effective tool for teachers to
follow without any adaptation because of its intrinsic deficiencies such as
linguistic inaccuracies, out-of-datedness, lack of authenticity or lack of variety.
Thus, I favor Madsen and Bowen’s (1978) and Tice’s (1991) view that is the
purpose of material adaptation is to compensate for those deficiencies. This is
important to all teachers of English because it can activate learners and stimulate
their motivation, and increased motivation, in turn, is likely to create a more
conductive classroom atmosphere.
II.Practical basis
1. Problems with English speaking
Everything has bad and good sides. Speaking also has its own problems.
According to Brown (1994: 256), the characteristics of spoken language can
make oral performance easy as well as in soe cases difficult. There are following
problems with speaking:
Clustering
* Redundancy
Reduced forms
* Colloquial language
Stress, rhythm and intonation
* Affective factors
Interaction
2. Problems with English speaking activities
It is more difficult to design and adminster such activities than to do so for
listening, reading or writing. Teachers often come across the problems that Ur
(1996:121) lists out:
Inhibition
* Nothing to say:
Lows or uneven participation
* Mother-tongue use:
Basing on these views, an action research is to caried out on adapting
some English speaking activities for the ‘Tieng Anh 10’ to reduce these
difficulties.
3.Applying some activities to stimulate students'speaking
3.1. ROLE PLAY
a.Activities 1
Application: Task 3 - Unit 6: An excursion
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Aims: Giving opinions, expressing agreement and disagreement
Class time: 20 minutes
Materials: English textbook 10, page 66
Source: Section cards and role cards (See Appendix 1)
Procedure:
1. Copy and cut the 4 role cards of each people and the 6 section cards.
2. Divide the class into group of four (or three if there are only three students
left). Give each group one set of role cards and one set of situation cards (for
group of three, leave out role card D)
3. Ask the students to sit round the table with the situations cards face down in a
pile in the middle of the table. The cards should be in order from 1 to 6. Each
student should have a role card 1, 2, 3 or 4.
4. Tell the students that it is Sunday morning and Tim’s class is going on a boat
on Lake Michigan in Chicago. Read the seat plan. You suggest the best seat in
each section for each person.
5. The object of the game is using structures ‘… think …‘should’ or should not…
because’. Or giving opinions via answers ‘Yes’, ‘No’. basing on the content of
textbook ‘Tieng Anh 10’.
6. The game is finished when they have successfully decided on each people’s
seat. Ask groups their decision on some sections and check with the whole class.
b. Activities 2
Application: Task 2 – Unit 3: People’s background
4
1.
2.
3.
4.
5.
Aims: to encourage students to find out information related to their friends’
background for their presentation next task.
Level: Elementary
Class time: 10 minutes
Materials: English textbook 10, page 35
Source: English Textbook 10, Education Press, 2006 (See Appendix 2)
Procedure:
The teacher elicits situation and ask students to make questions basing on
given information, for example:
The teacher introduce some special expression for students to do the natural
conversation.
Students work in pairs to do the interview
Teacher walks around to encourage and help students if necessary
Teacher calls some pairs to do the interview before class.
After doing this task, students can collect information to talk about the friend
they have interviewed for reporting at the end of the lesson. Most students are
eager to do the task because they can do it in role of the interviewers.
3.2. INFORMATION GAP
a. Activities 1
Application: Task 3 – Unit 1: A day in the life of …
Aims: Talking about daily activities.
Class time: 10 minutes
Materials: English textbook 10, page 14
Source: Role cards
Role Cards
Student A
In the
At 10
In the
Before
At the
5
morning
a.m
evenings
bed
weekends
?
?
?
?
?
In the
morning
At 10
a.m
In the
evenings
Before
bed
At the
weekends
?
?
?
?
?
Tom
James
Sara
Partn
er
Student B
Tom
James
Sara
Partn
er
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The pictures are adapted from http://www.esl-library.com
Procedure:
1. Copy the two role cards. They are the same but some information is missing
from each.
2. Ask students to work in pairs. Give each pairs the 2 role cards.
3. Tell the students to complete the form by asking and answering their partner’s
questions.
e.g. A: What does Tom do after school?
B: He often does exercise.
4. Tell the students to write the answers in the boxes or draw the picture.
5. Ask the students to write his/ her partner’s name in the last box and ask him/
her the same questions to complete the boxes.
6. The activity is finished when students have completed all the missing
information. Tell students to stand up and make full sentences about the
characters in the cards.
b. Activities 2
Application: Task 2 – Unit 15: Cities
Aims: Comparing two cities
Class time: 15 minutes
Materials: English textbook 10, page 159
Source: Role cards – Cities (See Appendix 3)
Procedure:
1. Copy the two role cards - cities. They are the same but some information is
missing from each.
2. Ask students to work in pairs. Give each pairs the 2 role cards.
3. Tell the students to complete the form by asking and answering their partner’s
questions.
e.g. When was New York founded?
What is population of New York?
How many national holidays are there in New York?
5. The activity is finished when students have completed all the missing
information in their cards.
6. Ask some students to stand up and talk about the person they have asked their
partners to get the information about their cities.
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3.3. CO-OPERATIVE LEARNING
a. Activity 1
Application: Task 1 – Unit 5: Technology and You
Aims: Asking for and giving information about the uses of modern inventions.
Class time: 10 minutes
Materials: English textbook 10, page 56
Source: Modern inventions Cards
Modern inventions Cards
Computer
Mouse
Memory card
Printer
Disk drive
Laptop
8
Answering machine
CD player
Computer
Fax machine
Camera
Cell phone
Digital Camera
Microwave
Cassette tape
Clock radio
Dishwasher
Remote Control
The pictures are adapted from: http: www.esl-library.com
1.
2.
3.
4.
5.
6.
Procedure:
Copy and cut out the 18 modern invention cards above
Divide the class into groups of six (or five if there are only five students
left). Give each group one set of job cards.
Tell the students to put cards face down on the table
Ask students to take it turn to pick up a card and ask and answer about the
uses of modern inventions. Put some helpful language on the board for them to
refer to:
A: Can/ Could you tell me what ……………………… is used for?
B: It is used to ……………………………………………………....
The activity is finished when each student has said at least one thing about each of
the cards.
Ask one group to stand up and say about one of the modern inventions in
the cards. Ask the other groups to add more information.
b. Activity 2
Application: Task 2 – Unit 11: National Parks
Aims: Expressing regrets. (using the conditional sentence type 3)
Class time: 15 minutes
Materials: English textbook 10, page 115
Source: Situation cards - List of wishes (See Appendix 4)
Procedure:
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1.
2.
Copy the list of wishes and the situation cards, cut out the situation cards
Divide the class into groups of six (or five if there are only five students
left). Give each student a list of wishes and two situation cards .
3.
Tell the students to complete their list of wishes by saying according to
model others in their group:
e.g. If we had not …., we wouldn’t have …
4.
When students have completed all the missing information in their list of
wishes, ask them to tell their group the most interesting or surprising wisher they
have known.
3.4. DISCUSSION
a. Activity 1
Application: Task 3 – Unit 8: The story of my village
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1.
2.
3.
4.
5.
1.
2.
3.
Aims: Talking about plans and possible results (in the village).
Class time: 10 minutes
Materials: English textbook 10, page 85
Source: Question Cards (See Appendix 5)
Procedure:
Copy, cut out and shuffle question cards.
Divide the class into groups of four (or three if there are only three
students left). Give each group one set of question cards
Ask students to sit round the table with the question cards face down in a
pile in the middle of the table. One student starts by turning up the top card,
reading it out to the group and discussing their plans and possible results. The
next student now picks up a card, reads it out … and the activity continues.
Stop the students at the end of the time limit.
Ask each group in turn which question card gave rise to most discussion.
b. Activity 2
Application: Task 3 – Unit 9: Undersea World
Aims: Reporting on discussion results
Class time: 15 minutes
Materials: English textbook 10, page 97
Source: Situation Cards (See Appendix 6)
Procedure:
Copy and cut out the 5 situation cards.
Divide the class into groups of four (or three if there are only three
students left). Give each group one set of situation cards
Ask students to turn up the first card and compare four situations on the
card to find out solutions. Encourage them use ‘should’ and ask groups
exchange situations, then discuss again.
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4.
1.
2.
3.
4.
When the time is over, find out the best solutions.
c. Activity 3
Application: Task 2 – Unit 14: The World Cup
Aims: Asking and answering questions about the World Cups
Class time: 20 minutes
Source: Handouts (See Appendix 7)
Procedure:
Copy handouts.
Divide the class into groups of six (or five if there are only five students left).
Give each group two handouts
Tell students to complete their handouts by asking and answering the others in
their group such as:
A: Where was the first World Cup held?
B: It was held in Uruguay.
A: Which teams played in the final match?
B: Uraguay and Argentina.
A: Which team became the champion?
B: Uraguay
A: What was the score of the match?
B: 4 - 2
When students have completed all the missing information in their handouts, ask
them add more information about famous football team if they know.
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1.
2.
3.
4.
3.5. INTERVIEWS
Application: Task 2 – Unit 4: Special Education
Aims: Making an interview.
Class time: 20 minutes
Materials: English textbook 10, page 48
Source: Handouts (See Appendix 8)
Procedure:
Copy and cut out the six handouts.
Divide the class into groups of six (or five if there are only five students
left). Give each student one of the six handouts.
Explain that each student has some questions in their handout, ask them to
interview four other people in their group and make a note of answer they get.
Stop the students at the end of the time limit whether they have finished
or not. Ask some students to stand up and present their work.
4. Results
In order to assess the effectiveness of applying this method to teaching
reading, I have compared my work with many classes (10D, 10A5, 10 A2 school
year 2013-2014, 10 D, 10 A2, 10A3 school year 2014-2015) for many years.
Before using this method, most of my students find it difficult to complete all
the taks in the text book.
It is a matter of fact that after applying Some activities to stimulate
students' speaking in speaking lessons (Tieng anh 10) , my students and I felt it
very interesting , they seemed to be very eager for speaking lessons. During the
lessons, all the students were involved in the activities. After each speaking
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