TẬP HUẤN NÓI VÀ PHÁT ÂM TỈNH THÁI NGUYÊN

VTTN
vttn Workshop
Ministry of Education
and Training
THAI NGUYEN AUGUST 2008

DAY ONE DAY TWO DAY THREE DAY FOUR
8.00 – 9.30
1.Opening ceremony
Warmer
Introductions
Course outline
-What is speaking?
5. Controlled to
free(r) speaking
activities
9. Speaking activities to
use in the Language
Focus lesson.
13. Peer Teaching
BC trainer /all
trainers
9.30 – 9.50
9.50 – 11.00
2.
Problems in teaching
speaking and sugges
ted solutions.
6. Motivation 10. Pronunciation
BC trainer

14. Peer Teaching
BC trainer/all
trainers
11.00 – 13.30
13.30 – 15.00
3
. Classroom Experi
ences DVD
- observation task an
d reflection
7. Demonstrations of
speaking activities
11. Focus on Tieng Anh
-analyse speaking
lessons
-adapting and exploiting
lessons to take into
account student
ability/interest/need
15. Review
Workshop
evaluation
Certificates
Closing ceremony
for final VTTN
workshop
15.00-15.20
15.20 – 16.30
4.
What makes a good

speaking lesson?
Group guideline build
ing.
8. Evaluating,
correcting and giving
feedback to students
on their speaking
skills
12. Lesson Planning

What is speaking?
What inputs/skills/knowledge do students
need in order to speak in English?
inputs
skills
knowledge
Suitable topic

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?
What is our aim in speaking?
A. To say sentences without making
A. To say sentences without making
mistakes?
mistakes?
B. To communicate with others in English?
B. To communicate with others in English?

What is speaking?
What is speaking?
1.
1.
What level of quality of speaking should we
What level of quality of speaking should we
expect from our students? Why?
expect from our students? Why?
2.
2.
How is speaking different to writing? Why?
How is speaking different to writing? Why?
3.
3.
What roles does the teacher have in a

What roles does the teacher have in a
speaking lesson? Why?
speaking lesson? Why?

Problems in
teaching speaking
and
suggested solutions
VTTN
THAI NGUYEN AUGUST 2008

Characteristics of speaking that cause
Characteristics of speaking that cause
our students to have problems
our students to have problems
•
the need to operate in real time
the need to operate in real time
•
the unpredictability of most speaking
the unpredictability of most speaking
events
events
•
how information or meaning is conveyed
how information or meaning is conveyed
•
( structure, phonology)
( structure, phonology)
•

the ability to listen effectively
the ability to listen effectively

Problems: (See handout)
Possible solutions:
1.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