Tải bản đầy đủ - 21 (trang)
II. Purposes of the study

II. Purposes of the study

Tải bản đầy đủ - 21trang

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”.



















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



3



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



6



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.



7



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:



9



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



10



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.



11



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.



12



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



13



Tài liệu bạn tìm kiếm đã sẵn sàng tải về

II. Purposes of the study

Tải bản đầy đủ ngay(21 tr)

×