skkn tiếng anh 8 how to improve students’ speaking skill while teaching other skills

How to improve students’ speaking skill while teaching other skills

I. PROBLEM SITUATION:

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1. Reasons for choosing the theme:
1.1. Rationale of theory:
Nowadays, English is playing a very important role in the global
development. Therefore, the teaching of English has been improved in
method of the communicative, learner-centered approach which is
adaptable to give students many opportunities to communicate in English.
However, at many junior high schools in Vietnam, the teaching of English
has not really developed students’ ability, activeness and motivation.
1.2. Rationale of practice:
Speaking is a crucial part of language learning. The mastery of
speaking skill in English is a priority for many language learners.
Nowadays, many learners even consider the ability to speak the language
is the aim of language learning. They often evaluate their success in
language learning as well as the effectiveness of their English courses on
the basic of how well they feel they have improved in the spoken
language proficiency. Despite its importance, for a long time, teaching
speaking has been depreciated. Traditional teaching methods have seemed
to emphasize the learning of language system (rules of grammar and lists
of vocabulary items …) as a goal in its own right and failed to give
learners an ability to gain realistic experiences in actually using the
language knowledge gained. Moreover, very often when people study a

language, they accumulate a lot of 'up-in the head' knowledge, but then
find that they can't actually use this language to express what they want to.
There seem to be some difficulties in moving language from 'up-there'
knowledge to actively usable language. Without experience in using the
language, students may tend to be nervous about trying to say something.
Nowadays things have been different. Today's world requires that the goal
of learning speaking English should develop students' communication
skill so that students can express themselves and use the target language to
state opinions, express their feelings and exchange information. Many
new teaching methods have been introduced and applied to serve the basic
need of English learners. Among them, communicative approach and
learner-centered approach seem to be the most effective ways to teach oral
communication. Also, we should apply these methods in teaching the four
skills and focus on designing speaking activities in appropriate stages of
English lessons while teaching other skills so that students always have a
lot of chances to practice speaking while learning English.
1.3. Urgency:
Now I am teaching English at a junior high school near my house. I used
to teach English at two other junior high schools in my district. What I
have realized is that a large number of students are afraid of learning to
speak English and say that it is difficult for them to be good at this skill


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and there is not a real language environment for them to do their practice
every day. Moreover, their awareness of importance of being good at this
skill is not really made clear because speaking skill is not usually included
in their exams, so they often learn English only for their written exams,
not for communication. In addition, some teachers of English do not still
manage to put real interest in their lessons. Another reason is because of
the lack of necessary equipment for teaching English at many schools in
Viet Nam. Indeed, the school where I am working as a teacher of English
has been famous for its good quality in education for years. Most students
of my school are well brought up by their parents and they identify a good
motivation in their studying, which leads to their better study results for
English as well as other subjects at school. However, according to the
survey carried out at the beginning of this school year at my school, more
than 70% of the students reported that they are worried about their English
speaking skill. They said that they could hardly make a simple
conversation in English or express what they thought. Importantly, most
of them assumed that speaking is very difficult for them to master.
Therefore, if students do not learn how to speak or do not get many
opportunities to speak in the language classroom, they may soon get demotivated and lose interest in learning. On the other hand, if the right
activities are taught in the right way, speaking in class can be a lot of fun,
raising general learner motivation and making the English language
classroom fun and dynamic.
1.4. My ability:
Necessarily, among the teachers of my school I should work harder and
harder so as to master the language and always give my students good
lessons, which means that my students always have the chance to develop
their speaking skill in the language. That is the matter I have been
absorbed in and that is the reason for my theme.
2. Purpose of study:

I would like to give out some of my own experience in improving
students’ ability of speaking English.
3. Researched knowledge:
Ways to make students more excited about developing their speaking
skill and ways to encourage students to feel confident enough to express
their ideas in front of the class.
4. Researched participants:
Students of my junior high school.
5. Ways to conduct the theme:
- My real teaching at my school
- Surveys
6. Time and place for conducting the theme:
- Time: School year 2015- 2016
- Place: At my junior high school


How to improve students’ speaking skill while teaching other skills

II. PROBLEM SOLUTION:
1. Logical basis:
The goal of teaching speaking skills is communicative efficiency.
Learners should be able to make themselves understood.
To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines language
input, structured output, and communicative output.
2. Practical basis:
For most learners, the ability to speak a foreign language is
synonymous with knowing that language because speech is the basic
means of human communication.
English learners no longer expect the traditional approach of their

teachers based on developing mainly the grammatical competence and
using methodology popular in the past.
Today, teachers are expected to provide their students with useful active
knowledge of the foreign language, not just theory about the language.
3. Developing students’ speaking skill while teaching speaking itself:
There are many rules teachers of English must remember while teaching
speaking so that they can help students improve their speaking skill.
3.1. Firstly, teachers must make sure that students feel safe and
confident while they express themselves:

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In my point of view, the first thing that teachers have to do to help
students improve their speaking skill is that they have to help them
overcome their feelings of shyness and nervousness when practicing
English in their class. One of the best ways to solve this problem is to put
them in 'safe' situations in class where they are inspired and encouraged to
manage to use the language from their background. Organizing
communicative activities in pairs, in groups is also an effective way to
serve this aim. Working in pairs, in groups, students will feel less anxious
when they are 'on show' in front of the whole class together. Moreover,
pair-work and group-work can help shy students who would never say
anything in a whole class activity have the confidence to open their
mouths. Students can also learn from one another's new ideas so that they
will have something to speak in front of the class later. Another thing that
teachers should remember to help students have confidence in speaking is

teachers’ positive correction and feedback. Making errors is a natural and
unavoidable part of the learning process, but how to correct students’
errors is particularly important. Teachers need to provide appropriate
feedbacks and corrections, but they ought not to interrupt the flow of
communication. Teachers should take notes while pairs or groups are
talking and address the problems to the class after the activity without


How to improve students’ speaking skill while teaching other skills

embarrassing the student who made the error. Teachers can also write the
errors on the board and ask who can correct it. Teachers should encourage
their students to speak whatever they can and focus on what they have got
right, not on what they have got wrong. Teachers should also help them to
develop positive attitudes towards their friends’ errors and to correct
themselves. Teachers should try to develop for themselves positive
strategies of error corrections. When students achieve success in oral
communication, they will feel confident and secure and they will enjoy
learning English. Also, they will have confidence to take part in
communicative activities later.

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3.2. Secondly, teachers must pay attention to warm-up activities:
Warm-up is also an important part which contributes to the success of a
speaking lesson. Warm-ups help learners put aside their daily distractions

and focus on English. Warm-ups also encourage whole-group
participation which can build a sense of community within the group and
warm-ups can help to arouse students' interest in speaking.
Teachers should vary warm-up activities to attract students' attention
and interest because if they feel excited about their lessons from the
beginning, they will make a good contribution to it. In order to give
students exciting readiness for their speaking lesson, teachers can do
different things to arouse students’ interest by using various teaching
techniques such as brainstorming, word web, chatting, etc.
Before a new lesson I often motivate my students by chatting to them
about the topic of interest, giving them preparation tasks or quick warmup to get them in the right mood for the new lesson. Brainstorming is one
of the simplest teaching techniques, but it is one of the most effective
kinds of motivation because it takes a short time. I can write key words on
the blackboard and the class is encouraged to think of ideas, words,
phrases associated with them.
I have taught my grade 8 students English as a selective subject since
the beginning of this school year. The following slide was designed on my
power point lesson plan for one speaking lesson (Grade 8 selective
subject - Period 5).
My students were divided into two teams. The first team tried to put as
many adjectives describing people’s characters as they could around the
key word “CHARACTERS” and the second team tried to do the similar
thing with the key word “APPEARANCE”. When the time allowed was
over, the team with more correct words was the winner. After that, the
class was required to predict the topic of the speaking lesson.
The fact is that they were really interested in their speaking topic
“DESCRIBING PEOPLE”


How to improve students’ speaking skill while teaching other skills

The possible answer key for the warm-up activity

For Period 15 (Grade 8 selective subject), I used the technique “word
web” in order to warm up the speaking lesson. This activity could help my
students revise the prepositions of place they had learned and could help
them get ready for the new lesson with more interest.

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The possible answer key for the warm-up activity


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Next, these pictures were shown so as to elicit the topic of the speaking
lesson and my students could easily find out that the speaking topic was
“DESCRIBING ROOMS IN A HOUSE”

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3.3. Thirdly, students must be well-prepared and well-instructed
before they practice speaking English:
Another point that makes it difficult for students to practice speaking
English is that their knowledge of the language is poor and they don't have
enough ideas to talk about the topic. As a result, in order to help students


How to improve students’ speaking skill while teaching other skills

do their speaking tasks better, teachers have to provide them with
necessary language input and give students clear instructions.
The following example is given as an illustration. This slide is extracted
from my power point lesson plan (Period 15- Grade 8 selective subject).
Although I was sure that the students had learned this grammatical
knowledge from their previous lessons in Unit 3 (Tiếng Anh 8), I still gave
the students the chance to learn this knowledge again. Moreover, the
“WORDWEB” warm-up activity mentioned above also helped my
students to look back the useful prepositions of place. This necessary
language input could make “DESCRIBING ROOMS IN A HOUSE”
speaking task easier for my students.

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3.4. Fourthly, varying communicative activities is also important:
As I have just presented above, effective methods of teaching indirectly
encourage oral interaction and they can provide motivation. The direct
way to promote oral communication is to provide students with
opportunities to participate and to communicate with each other so that
students can learn the language from speaking. The more opportunities of
speaking the language they have, the more fluent they become. Actually,
various activities in each lesson add interest to students and help make
students more dynamic and active. In speaking, students will be motivated
if teachers provide them with various communicative activities. Below are


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some common speaking activities that I often carry out in my classes to
make my speaking lessons more interesting and to motivate my students
in practicing speaking English:
3.4.1. Discussions:
In a discussion, students may aim to arrive at a conclusion, share ideas

about an event, or find solutions. Before a discussion, it is essential that the
purpose of the discussion activity is set by their teachers. In this way, the
discussion points are relevant to this purpose. In a discussion, teachers can
form groups of 4 or 5 students. Then each group works on their topic for a
given time period and presents their opinions to the class. For efficient
group discussions, it is always better not to form large groups because quiet
students may avoid contributing their ideas in large groups. Generally
speaking, in class or group discussions, whatever the aim is, students
should always be encouraged to ask questions, paraphrase ideas, express
supports, check for clarification, and so on.
3.4.2. Role play:
Another way of getting students to speak is role-play. Students pretend
they are in various social contexts and have a variety of social roles. In
role-play activities, teachers give learners information such as who they
are and what they think or how they feel.
3.4.3. Information gaps:
In this activity, students are supposed to be working in pairs. One
student will have the information that the other partner does not have and
the two partners will share their information. Information gap activities
serve many purposes such as solving a problem or collecting
information… These activities are effective because everybody has the
opportunity to talk extensively in the target language. The aim of this
activity is to get learners to use the language they are learning to interact
in realistic and meaningful ways, usually involving exchanges of
information and opinions.
An example is illustrated in Unit 11/ part A3-Period 67 (Tiếng Anh 7).
This is a speaking lesson. The grade 7 students were divided into close
pairs. In each pair, one was A and the other was B. They had to fill in the
missing information to complete the medical records (A and B). In order
to encourage my students to feel more confident for the speaking task, I

first let them use different target language structures (which school does
he go to?/ where does he study?/ which school does he study at?/ how
tall is he? / what is his height?/ where does he live?/ what is his home
address?/……….) which were easy enough for them. Afterwards, I
encouraged their classmates to give the other ways of making the
questions and the answers. In addition, good marks were given to my
students’ good work and no bad marks were given to any bad speaking
work.


How to improve students’ speaking skill while teaching other skills

This is a scene of the activity

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This speaking lesson continued with another gap-information task. The
class was divided into pairs, too (not the same students are paired in


How to improve students’ speaking skill while teaching other skills

different classroom activities). In each of the pairs, one was a nurse and
the other was a patient. They had to make dialogues to complete their
medical records.

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3.4.4. Brainstorming:
This helps students produce ideas in a limited amount of time. The good
characteristics of brainstorming is that students are not criticized for their
ideas, so students will be open to sharing new ideas. Brainstorming is one
of the simplest, but the most effective kind of motivation because it is not
time-consuming. Teacher can write a key word on the blackboard and the
class is encouraged to think of ideas, words, phrases associated with them.
3.4.5. Storytelling:
Students can briefly summarize a tale or a story they heard from
somebody beforehand, or they may create their own stories to tell their
classmates. Storytelling fosters creative thinking.
3.4.6. Interviews:
Students can conduct interviews on selected topics with various people.
It is a good idea that teachers provide a rubric to students so that they
know what type of questions they can ask or what path to follow, but
students should prepare their own interview questions.
3.4.7. Reporting:
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the
most interesting news. Students can also talk about whether they have
experienced anything worth telling their friends in their daily lives before
class.
3.4.8. Group planning tasks:

How to improve students’ speaking skill while teaching other skills

An example of this is planning a party or an excursion for the whole
group. In this activity, teachers should allow them a good amount of time
to prepare for a presentation in which they attempt to persuade the rest of
the class to agree with their arrangements.
3.4.9. Picture Narrating:
This activity is based on several sequential pictures. Students are
asked to tell the story taking place in the sequential pictures by paying
attention to the criteria provided by their teachers as a rubric. Rubrics can
include the vocabulary or structures they need to use while narrating.
3.4.10. Picture Describing:
One way to make use of pictures in a speaking activity is to give
students just one picture and having them describe what it is in the picture.
For this activity, students can form groups and each group is given a
different picture. Students discuss the picture with their groups, then a
spokesperson for each group describes the picture to the whole class. This
activity fosters the creativity and imagination of learners as well as their
public speaking skills.
3.5. Last but not least, teachers should also pay attention to these
points:
The communicative activities listed above can help teachers a lot in
promoting their students' speaking skills because they are quite interesting
and they give students a reason to speak in different situations and about
different topics. However, how teachers should run an activity effectively
so as to achieve their aims is also a problem.
Here I would like to provide you with a basic route-map plan for
running a simple EFL activity (English as a Foreign Language):

Activity route map:

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Teachers should:
1. Before the lesson: (teachers prepare at home)
- familiarize themselves with the material and the activity.
- prepare any materials or texts they need.
2. In class:
- lead-in and prepare for the activity (this may help to raise motivation
or interest, or perhaps to focus on language items that might be useful
in the activity.
- model the conversation or the talk. Typical lead-ins are: showing a
picture connected to the topic, asking questions/writing up or reading
out a sentence starting a viewpoint, eliciting reactions/ ....
3.
- set up the activity: giving instructions, making groupings, organizing
the class, ect.
4.


How to improve students’ speaking skill while teaching other skills

- run the activity: Students do the activity, maybe in pairs or in groups
while teachers monitor and help them.
5.

- close the activity and invite feedbacks from learners: Teachers ask
some groups to perform in front of the class and give feedbacks.
6. Post activity:
- do any appropriate follow-on work.

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Good atmosphere in the class and friendly relationship between
teachers and students:
Presenting their opinions and feelings in front of a lot of people in their
native language has been a challenge to many people and using another
language to convey what they want to say is of course more challenging.
Therefore, if the teacher does not encourage his students and make them
feel good about their teacher and their lessons, the class will become tense
and dull and interaction cannot take place in the class effectively.
As a teacher in a language class, we should always create a good class
atmosphere from the beginning because our students, especially young
students, will have no communication if they do not feel good about their
teachers and their English class.
Teacher's and students' involvement:
The main aim of organizing a communicative activity is to get students
to speak, then one way to achieve that would be for a teacher to reduce his
own contributions. Probably the less a teacher speaks, the more space it
will allow his students. It could be useful to aim to say nothing while the
activity is underway, and save any contribution for before and after.
4. Improving students’ speaking while teaching other skills:

4.1. While teaching reading, listening and writing:
As it has been mentioned above, speaking is an important skill to any
learners of English or any other languages. Therefore, teachers must help
students to make full use of every chance to practice speaking. This can be
done at different stages of a lesson: Pre-, While- and Post-. Before
students read or listen to a text/ a dialogue/ a conversation or write about a
certain topic, they should be prepared for what they are going to read
about in advance by discussing some questions and talking about their
own experiences relating to the topic. These activities can be carried out in
pairs or in groups, or sometimes teachers ask questions and students
answer. The teacher at this time should play the role of an assistant.
Teachers should use different ways to encourage students to be engaged in
oral communication and to present their ideas. Teachers can also apply
this when they present new language (vocabulary, structures, etc.) or
review what their students have learned. Teachers can make students think


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and pay more attention to their teaching by asking students for their
opinions, suggestions, or by encouraging them to guess new words, by
having them contribute what they remember or already know instead of
introducing directly the new lesson.
Some of the communicative tasks teachers can give students while

teaching listening or reading or writing may be as follows:

Discussing about the text

Summarizing texts

Reviewing texts

Using a 'follow-up' speaking task related to the topic
Clearly, teachers can encourage students to share their knowledge with
those who do not and teachers can help students make full use of every
chance to practice speaking. And in fact, telling someone about what they
have read or listened is a very natural reaction to a text.
Speaking activities can be also used as a mean for students to check
their answers with each other after they listen or read a text/ a dialogue/….
Students may answer their teachers’ questions directly or discuss the
questions in pairs.
Furthermore, teachers can encourage students to talk by asking them to
summarize what they have read or listened. Students take turns to talk in
groups and then they may present their ideas in pairs.
4.2. Some illustrations of TEACHING SPEAKING by using
communicative tasks while teaching reading, listening or writing:
4.2.1. Pre-reading stage:
I designed a discussion activity in the pre-reading stage of Period 30
(Unit 5/B3- Tiếng Anh 7). My students worked in groups of 4 or 5,
discussing the following two questions:
- As a Vietnamese student, what do you usually do at recess?
- Do you think American students often do the same things or
different things at recess?
Another illustration is that my students had to discuss the question

“What do you often do after school?” in the pre-reading part of Period
31 (Unit 6/A1- Tiếng Anh 7). The students were encouraged to answer the
question in close pairs in a given amount of time and then they worked in
two teams, completing the wordwebs in a limited amount of time.


How to improve students’ speaking skill while teaching other skills

4.2.2. Pre-listening stage:
The following is a pre-listening activity designed to give my students
the chance to practice speaking English. I had prepared a photo of a
library and in the pre-listening part of the fifth lesson of Unit 4 (B3,4Tiếng Anh 7), I told my students to look at the photo and answer my
question: “Is it a photo of a library?”. It was quite easy for my students
to give their answer “Yes”.

Next, a series of other questions were raised and some individuals of
the class gave their answers to the questions when the rest of the class
listened and corrected their classmates’ mistakes if necessary.
“What are they?” (The answer key: They are the bookshelves.)
“What can you see on the shelves?” (The answer key: I can see many
books.)

(The answer key: It is the study area/ the reading area.)
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“What is it?”

How to improve students’ speaking skill while teaching other skills

“Who are they?” (The answer key: They are the readers.)

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Then, the picture of a library (Unit 4/B3- Tiếng Anh 7) was introduced
to the class and other questions were raised:
“What is it for number 8?” (The answer key: It is the librarian’s desk.)
“Where is it?”
“What is it for number 1?” (The answer key: It is the study area.)
“Where is it?”
“What are they for number 4 and number 5?”
(The answer key: They are the racks.)
“Where are they?”
ect.


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This activity helped my students practice speaking something by
answering my questions and by student-student correcting their mistakes
and helped me present the new vocabulary in an active interaction with
the students.
Another illustration is a discussion question in the pre-listening activity
of lesson 5 of Unit 8 (B4 - Tiếng Anh 7). My students were asked to look
at the pictures of the five things that Mrs. Robinson buys and my students
(in close pairs) answer the question “What does Mrs. Robinson buy?”. I
raised the question so as to check my students’ knowledge for the
vocabulary shown in the pictures and gave them the opportunity to talk
something.
4.2.3. Pre-writing stage:
In fact, almost all writing tasks are often designed in the post-reading,
post-listening and post-speaking stages of the lessons in Tiếng Anh 6 and
Tiếng Anh 7. The writing skill is taught much more officially in Tiếng
Anh 8 and Tiếng Anh 9.
In order to help my students better do the writing task “Write lists of
things you do in different seasons and then write about you, beginning
with In the spring, I…………” for Unit 13/B2 (Tiếng Anh 6), my grade 6
students were first encouraged to make dialogues with their partners.
Example:
Student A: What do you do in the spring?
Student B: I usually ride a bike. What do you do in the spring?


How to improve students’ speaking skill while teaching other skills

Student A: I often go fishing. What do you do in the fall?

Student B: I ……………………………
……………………………
ect.
This is the image of my two students making their own dialogue.

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4.2.4. Post-reading stage:
Various speaking activities are often designed in this part of a reading
lesson. These are the illustrations:


How to improve students’ speaking skill while teaching other skills

For lesson 3 of Unit 1/ B1,2,3 (Period 4- Tiếng Anh 7), I gave my
students the chance to retell about Hoa as the post-reading activity. The
re-telling task was done with the help of the NET on the board.
The following is a photo of the board demonstration:

This is a photo of one of my students re-telling about Hoa in front of
the class and she got mark 9 for her good presentation.

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Another example is the post-reading activity of asking and answering
questions about the library plan in B1 (“Where are the newspapers and


How to improve students’ speaking skill while teaching other skills

magazines?” / “They are on the racks in the middle of the library.” / …)
and describing this library.

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4.2.5. Post-listening stage:
“Make your own dialogues, using the given cues” was a postlistening activity of lesson 4 of Unit 13/ B1,2 (Tiếng Anh 7). In this
activity, my students worked in open pairs and close pairs. Good marks
were given to the students with their good demonstration and no bad
marks were given in this activity in order to arouse my students’
confidence, motivation and excitement.


How to improve students’ speaking skill while teaching other skills

Before that above-mentioned speaking task, a game (used as a
transitional tool) called MIMING was designed so as to fill in the activity
with more excitement.

[ one student was miming playing soccer. The rest of the class tried
to guess what he was doing. Then, this student invited his classmate to
play soccer with him, basing on the following suggestion:

]

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4.3. Improving students’ speaking skill while teaching “grammar
practice” or “language focus”:
Teaching grammar sometimes makes students feel passive and bored.
Mostly, teachers only teach grammar rules and ask students to do
exercises in a passive way. If we observe a Traditional Grammar Teaching
class in most of the schools in our district, we may find out that nearly
every teacher follows a simple way like this: Firstly, the teacher lists the
grammar rules. Then, the students learn by heart all the rules and do some
exercises. Lastly, the teacher gives more written exercises such as blankfilling or translation, …. This is quite similar to what we called 3P theory:


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Presentation, Practice and Production. These three stages convey
different purposes. Presentation is to present new language in context so
that the meaning is clear, to present the new form in a natural spoken or
written text so that students can see its use in discourse, to link the new
form to what students already know, to check comprehension, to elicit the
form from students where possible and exploit their existing knowledge.
And when students learn English this way, some of them would have
good command of English especially in the examinations, but when they
open their mouth, they always find that they can’t get a proper word to
express themselves or sometimes when someone points out some mistakes
in their speech they can hardly believe that they have made such silly
mistakes. Most of my students mention that they are quite sure to have
learned the corresponding term but they can’t help making mistakes when
they talk. That is the question which is going to be focused on. Nowadays,
most of us realize that in order to teach grammar lessons effectively so
that students can not only remember grammar rules but also apply the
language in communication, we should resourcefully move as quickly as
possible from certain pattern drills to oral interaction because each student
really likes talking about his or her own ideas and feelings. We should
give them a reason to use the structure we teach in conversation. Let’s
look at some examples:
A very simple communication task is designed in the GRAMMAR
PRACTICE lesson immediately after Unit 14 (Tiếng Anh 6). A series of
questions were raised and my students practiced asking and answering
them. This activity was a transition to EXERCISE 5.


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How to improve students’ speaking skill while teaching other skills


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How to improve students’ speaking skill while teaching other skills


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Another illustration is seen in LANGUAGE FOCUS 4 lesson (Tiếng
Anh 7). With the target grammatical knowledge of the PAST SIMPLE
TENSE, my students were asked to look at the given pictures and answer
the question orally.