TẬP HUẤN NÓI VÀ PHÁT ÂM TỈNH THÁI NGUYÊN

VTTN
vttn Workshop
Ministry of Education and Training
THAI NGUYEN AUGUST 2008
What is speaking?
What inputs/skills/knowledge do students need in order to speak in English?
Knowledge: knowledge of grammar systems, knowledge of appropriate language to use, knowledge of suitable exchange patterns to use, knowledge of phonology, knowledge of topic, awareness of what your speaking partner knows and is interested in…
Inputs: interesting topic, ideas and questions to respond to, teacher’s and students’ enthusiasm, personal experiences, listenings, readings, short video clips, memories etc
Suggestion:
Skills: ability to pronounce clearly, ability to organise and develop ideas in real time, being able to produce chunks (phrases), being able to ask for clarification, being able to check understanding ...

What is our aim in speaking?
A. To say sentences without making mistakes?
B. To communicate with others in English?
What is speaking?
What level of quality of speaking should we expect from our students? Why?
How is speaking different to writing? Why?
What roles does the teacher have in a speaking lesson? Why?
Problems in
teaching speaking and
suggested solutions
VTTN
THAI NGUYEN AUGUST 2008
Characteristics of speaking that cause our students to have problems
the need to operate in real time
the unpredictability of most speaking events
how information or meaning is conveyed
( structure, phonology)
the ability to listen effectively


Problems: (See handout)
Possible solutions:
Too much time pressure can negatively affect a speaking activity. You need to make sure that the time you set for a speaking activity is realistic and allows students thinking and planning time. Ensure the tasks are clear, focused and meaningful for the students.
2. Don’t ask students to do a speaking activity that you know won’t interest them – even if it is in the textbook! Try to personalise speaking as much as possible. This makes it real and motivates students to want to communicate.
Problems: (See handout)
Possible solutions:
3. How you group the students needs careful consideration. Don’t be afraid to move students around. Think about allocating roles in an activity which will give all students a role and therefore a reason to speak
4. During speaking classes, ensure that students have the opportunity to develop conversation skills/strategies as well as simply practice speaking. Set up an activity carefully so that students know the language and strategies to complete the task successfully.
Problems: (See handout)
Possible solutions:
5. Encourage students and praise them. Provide correction for controlled activities, but limited correction during fluency activities. Praise students for ideas in a dialogue or discussion, not for accuracy of language
6. Give students plenty of planning time. Make speaking a part of most of your lessons so that students become more fluent over time
Problems: (See handout)
Possible solutions:
7. Set up speaking activities carefully. Plan your instructions and check them. Make sure the task is clear and meaningful. Always ask yourself why you want the students to work in groups or pairs. Does the activity need to be done in group work? If there is no reason for students to work in groups to achieve a set goal, then they won’t!
8. This links to solutions 7, 1 and 2
Problems: (See handout)
Possible solutions:
9. Anticipate problems with the activity and pre-teach/revise anything necessary. Lower level students will speak more confidently if tasks involve language they are familiar with. Lower level students also cope better with more concrete tasks e.g. planning a tour of an interesting place, rather than a discussion on the advantages and disadvantages of television, for example.
Speaking DVD
VTTN
THAI NGUYEN AUGUST 2008
TIME AFTER TIME
ICE CUBE
REPEAT AFTER ME
MISSING YOU
ONE IN MILLION
NO ONE TO BLAME
TRY TO UNDERSTAND
FORGIVE AND FORGET
MADE IN CHINA
WALK IN THE PARK
RED IN THE FACE
ILL IN BED
DOWN TO EARTH
HEAD FOR COVER
FALL IN LOVE
READY FOR MORE
AN AFTERTHOUGHT
MANY THANKS
DVD section
WHAT MAKES A GOOD SPEAKING LESSON
VTTN
THAI NGUYEN AUGUST 2008
What makes a good speaking lesson?
Work in groups of 5 or 6 and prepare your own lists of guidelines
You have 20 minutes
What makes a good speaking lesson?
Idea presentation
WHAT MAKES A GOOD SPEAKING LESSON?
What makes a good speaking lesson?
Guidelines and reasons (Handouts)
Work in pairs
Choose 3 of the guidelines to write the reasons for them
You have 10 minutes
What makes a good speaking lesson?
Guidelines and reasons (Handouts)
Change your partner please
One speaks the reason
The other guesses the guideline
Controlled to free(r) speaking activities
VTTN
THAI NGUYEN AUGUST 2008
15. A recent
party
14. Sports
you like
13. Last film
you saw
12. A thing
you hate
11. A bad
student
10. Favourite
singer
7. A good
student
2. Cooking
3. Pets
4. Job –
something
you like
A perfect
day
6. Your
motorbike
16. type of
food you like
1. Your family
9. Your house
8. When
you were
at school
Introduction – Disappearing text
Aidan: Why do we do controlled speaking practice?
Laura: Because sometimes free practice is too demanding.
Aidan: Yes, and sometimes it helps prepare students for later free/freer practice.
Laura: We must remember that students need free practice activities if they are going to learn to speak in real ways. (1)
Aidan: W__ do w_ do c__________ speaking p________?
Laura: Because s________ free practice is t__ d__________.
Aidan: Y__, and sometimes it h___ prepare s_______ for later free/freer p______.
Laura: We m____ remember that s______ need free p______ activities if t____ are going to l_____ to s____ in real w____.
(2)

Introduction – Disappearing text
Aidan: W__ d_ w_ do c__________ s_______ p________?
Laura: B_______ s________ free p______ is t__ d__________.
Aidan: Y__, and s________ it h___ p_____ s_______ for l____ free/freer p______.
Laura: We m____ r________ that s______ need f___ p______ a_______ if t____ are g_____ to l_____ to s____ in r___ w____.
(3)

Introduction – Disappearing text
Aidan: W__ d_ w_ d_ c__________ s_______ p________?
Laura: B_______ s________ f___ p______ i_ t__ d__________.
Aidan: Y__, a__ s________ i_ h___ p_____ s_______ f__ l____ f___/f____ p______.
Laura: W_ m____ r________ t____ s______ n___ f___ p______ a_______ i_ t____ a__ g_____ t_ l_____ t_ s____ i r___ w____.
(4)

Introduction – Disappearing text
Work in groups
Make a list of types of controlled and free activities
You have 5 minutes
Types of controlled and free(r) practice activities
Types of controlled and free(r) practice activities
Drills Role-plays
Prompts Information gaps
Disappearing texts Interviews
Transformations Surveys
Empty slots Presentations
Reading aloud Teacher student talk
Milling activities Drama
Discussion
Suggested activities
Advantages and disadvantages
Work in groups
Make a list of the advantages and disadvantages controlled and free(r) practice
You have 5 minutes
Advantages and disadvantages
Guideline provision
Work in groups
Prepares a set of guidelines for your given activity
You have 15 minutes
MOTIVATION
AND
SPEAKING
VTTN
THAI NGUYEN AUGUST 2008
Motivation and speaking
Work in pairs
Discus these question:
+ How motivated are your students to do speaking in class?
+ Why do you think this is?
You have 5 minutes
I. Discussion questions
Motivation and speaking
I. Discussion questions
II. motivational factors
Stop the bus!
Write 5 answers for each of the questions
- How can we increase our students’ motivation?
- What things decrease our students’ motivation?
Motivation and speaking
I. Discussion questions
II. motivational factors
III. Jeremy Harmer’s motivation check list
Jeremy Harmer
Motivation and speaking
I. Discussion questions
II. motivational factors
III. Jeremy Harmer’s motivation check list
IV. Rate a lesson and make suggestions
- Study TA 10 p159 TA 11 p157 to complete the handouts

Demos of
fun speaking activities
VTTN
THAI NGUYEN AUGUST 2008
Demos of fun speaking activities
I. Some of the features of a good speaking activity
it’s motivating
there is a clear learning purpose ( i.e. that it practises language, provides freer/controlled practice etc)
there is a clear goal for the students ( i.e. that there is an outcome at the end of the activity)
it is easy to set up within the constraints of the classroom
the instructions are not too complicated
…

Demos of fun speaking activities
Some of referential speaking activities
I. Some of the features of a good speaking activity
‘Guessing a proverb’
‘I like neighbours who……’
‘Go out of the room’ 3rd conditional practice.
‘Creative speaking’ from TA11 unit 3. Phone call role-play.
The world cup
Evaluating, correcting and giving feedback to students on their speaking skills
VTTN
THAI NGUYEN AUGUST 2008
Evaluation, correction and giving feedback.
Match the definitions/purposes to the words

Correction a) To determine the level of performance of the students

Feedback b) To put right students’ mistakes

Evaluation c) To let students know what they have done well and what they need to improve


Evaluation, correction and giving feedback.
Match the definitions/purposes to the words
Evaluation, correction and giving feedback.
Answer:
Evaluation, correction and giving feedback.
- Look at exercise 3 from p26 TA11
- Watch the Movie and do your given tasks
Watch 2 students and identify the errors
Phuc: Have you ever cook?
Quan: Yes, (I) have. Yes, I have.
Phuc: What is your special……. What is your special food you can cook?
Quan: Ummm…. I have special, I am spe… special….
Phuc: What is your special food you can cook?
Quan: I can cook noodles and err…. Yes.. yes…. Yes
Phuc: Oh yeah. … And how long does it take?
Quan: Umm.. It err…. Five minutes.
Phuc: Oh err and how did you….have you learn cook from someone?
Quan: Again… again
Phuc: Have you learned cook from someone?.... From someone? …..Are you……can cook yourself?
Quan: Yes.
Phuc: And is it…Errr…does it taste good?
Quan: Yes

Evaluation, correction and giving feedback.
Adian Pelly ’s Correction
Evaluation, correction and giving feedback.
Some ways of managing correction
Evaluation, correction and giving feedback.
Some ways of managing correction
Evaluation, correction and giving feedback.
Some ways of managing correction
…
- Work in pairs
Discus the the advantages and disadvantages of those methods above
You have 5 minutes
Evaluation, correction and giving feedback.
Some ways of managing correction
Evaluation of speaking skills – Why?
Evaluation, correction and giving feedback.
Some ways of managing correction
Evaluation of speaking skills – Why?
When can we evaluate students?
What evaluations categories can we use?
Speaking activities to use in the Language Focus lesson
VTTN
THAI NGUYEN AUGUST 2008
Speaking activities to use in the Language Focus lesson
I. Warmer: ed/ing adjectives speaking activity
Speaking activities to use in the Language Focus lesson
I. Introduction – ‘Why’ and ‘How’ discussion
Work in groups
Discuss these questions:
+ “Why should speaking activities be integrated into other skills lessons?”
+ “How do you integrate speaking with other skills?”
You have 7 minutes
Speaking activities to use in the Language Focus lesson
I. Introduction – ‘Why’ and ‘How’ discussion
+ “Why should speaking activities be integrated into other skills lessons?”
There is no speaking without listening
Reading and listening often provide the context or starting point for speaking
Some speaking activities are ways of practising grammar
Writing is often a fist-step before speaking as it allows more thinking time and it is easier to help with accuracy
Integrating with other skills in more like real life
Integrating with other skills in more interesting
Speaking activities to use in the Language Focus lesson
I. Introduction – ‘Why’ and ‘How’ discussion
II. Practice
Work in groups
Choose one of Language Focus lessons on Student’s Textbook
Think of speaking activities you can do on that lesson
Write them down on your Flipchart
You have 20 minutes
Pronunciation
VTTN
THAI NGUYEN AUGUST 2008
Warmer
Stand up stress
The qualities of stress
What are the qualities of stress?
Syllables are:
Louder
Longer
Different in pitch (usually higher)
The sounds are more clearly spoken
Accompanied by larger jaw, lip and other facial movements
The qualities of stress
Ways of marking stress
The qualities of stress
Ways of marking stress
Finger technique
Telephone number technique
Hum Stress