A study on the techniques for the improvement to the teaching of oral skills in light of communicative english language teaching for junior high school teachers in quang ngai province part 1

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PART ONE: INTRODUCTION
1. Rationale of the Study
For the past few years, with the introduction of the new Tieng Anh 6-9 textbook series
based on Communicative Language Teaching (CLT) in junior high schools, language
teaching in Quang Ngai has experienced the shift from grammatical form to communicative
function. In order to prepare for this shift, short training courses (usually from 3 - 5 days in
length) have been organized for junior high school (JHS) teachers in Quang Ngai province
on how to use these textbooks. However, these short courses cannot satisfy teachers' needs
in communicative language teaching because these courses largely deal with the
introduction of the textbooks with little methodology component. Besides, teachers in
Quang Ngai province, most of whom graduated from 1979 to 1999, had to learn English
under difficult conditions without any opportunity to meet native English speakers, and did
not have access to up to date materials. As a result, they have met a lot of difficulties in
English language teaching, especially techniques for teaching oral skills.
Being teachers at Quang Ngai Teachers' Training College, we have met many junior high
school teachers, observed junior high school lessons and have been involved in the training
courses on how to use the new Tieng Anh textbook series for JHS teachers. Through this
process, we have begun to identify the particular problems that many teachers of English
deal with in Quang Ngai province. With this in mind, I decided to conduct the research
named "A Study on Techniques for the Improvement to the Teaching of Oral Skills in
Light of Communicative English Language Teaching for Junior High School Teachers
in Quang Ngai Province".
The aim of the study is to give teachers a greater understanding of the communicative
approach and to introduce practical techniques for the teaching of oral skills that can be
used with the new Tieng Anh textbooks. Many of these techniques are a change from what
teachers normally do. We know that teachers in Quang Ngai province deal with such
particular problems as large classes, limited resources which make their language teaching
difficult. However, by making some small changes and trying out new techniques, teachers
can help the English language come alive for the students and slowly move away from the
teacher-centered approach. I hope the study will encourage the process of change in

language teaching.


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2. Aims of the Study
The purpose of this study is to examine the areas of difficulties in language teaching that
junior high school teachers deal with in Quang Ngai province so that techniques can be
given to help them improve their teaching of oral skills.
The specific aims are:
- To investigate the current performance of English teaching and learning in JHSs in
Quang Ngai province.
- To find out the difficulties that JHS teachers deal with in Quang Ngai province.
- To suggest techniques to help JHS teachers improve their teaching of oral skills.
3. Methods of the Study
To achieve the above - mentioned aims, both quantitative and qualitative methods are used
and the following tasks are involved:
- Collecting data for the analysis from 100 junior high school teachers of English and 25
hours of class observations in junior high schools in Quang Ngai province.
- Assessing particular problems.
- Evaluating which oral techniques are applicable.
4. Scope of the Study
The study is intended to focus on practical techniques. After having investigated the current
performance of English teaching and learning in JHSs in Quang Ngai province by means of
a survey questionnaire and class observations, we suggest techniques to help JHS teachers
improve their teaching of oral skills.
5. Design of the Study
The study is divided into three parts:
Part 1 (Introduction) describes the impetus from which we decided to conduct this study as
well as the boundary within which the study is realized. This part presents feasible methods
for the fulfillment of research objective.

Part 2 (Development) consists of three chapters:
Chapter 1 presents various linguistics concepts relevant to the research topic such as
definition of techniques, methods and approaches, communicative language teaching and
practical techniques for language teaching.


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Chapter 2 deals with the analysis on the current performance of English teaching and
learning in junior high schools in Quang Ngai province, teaching requirements, teachers
and teaching methods, materials as well as material assessment. This chapter also focuses
on data collections, findings and discussion.
Chapter 3 emphasizes the implication of the study in which practical techniques for
improving the teaching of oral skills for junior high school teachers in Quang Ngai
province are suggested.
Part 3 (Conclusion) summarizes what is addressed in the study, points out the limitations
and provides some suggestions for further study.


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PART TWO: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW

1.1. Introduction
To provide a theoretical background to the study, this chapter is devoted to the
reexamination of the concepts most relevant to the thesis’s topic. They are definitions of
techniques, methods, approaches and a brief history of methods/approaches. In addition, the
definition, principles and techniques of the communicative approach will also be discussed.

1.2. An Overview on Techniques, Methods and Approaches
1.2.1. Definitions

According to Hubbard, P. et al (1983) when we use the word technique, we mean a
procedure used in the classroom. When we talk about method, we mean a set of procedures
or a number of techniques arranged in a specific order which will result in efficient
learning. The word approach has the implication that whatever method or techniques the
teacher uses, he does not feel bound by these, but only by the theory in which he believes.
According to Anthony, E. (1963) a technique is a particular trick, stratagem, or contrivance
used to accomplish an immediate objective in a classroom. A method is an overall plan for
the orderly presentation of language material. An approach is a set of correlative
assumptions dealing with the nature of language teaching and learning.
1.2.2. A Brief History of Language Teaching
•

The Grammar -Translation Method

It is the oldest method and many teachers still use this method today. It took grammar the
starting point for instruction. Grammar-Translation courses followed a grammar syllabus
and lessons typically began with an explicit statement of the rule, followed by exercises
involving translation into and out of the mother tongue. Oral fluency is generally ignored
and pronunciation is sometimes taught through reading aloud.
•

The Audio-Lingual Method

The Audio-Lingual Method was a largely American invention in the 1960s. It was based on
the idea of Behaviorism, which considered language as simply as a form of behavior, to be
learned through the formation of correct habits. Habit formation was a process in which the
application of rules played no part. The audio-lingual syllabus consisted of a graded list of
sentence patterns which formed the basis of pattern-practice drills, the distinguished feature
of Audio-lingual classroom practice. Often these drills were on audio cassette tapes and it
was because of this method that the language laboratory became so popular.

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•

The Functional-Notional Approach

In the 1970s teachers of the Functional-Notional Approach stopped teaching grammar and
started teaching more practical phrases and vocabulary for everyday life and social
situations. Students learnt spoken functions such as asking the way, talking about
themselves, making future plans, etc or written functions such as writing a letter, filling out
a form etc. A lot of role play was used in this type of teaching to make the classroom like
the outside world.
•

The Communicative Approach

The Communicative Approach became popular in the 1970s. The features of the
Communicative Approach are as follows:
- Language learning should be meaningful and realistic.
- Students should learn English to communicate something.
- All four skills should be practiced as well as grammar, functions and vocabulary.
- Learning is more important than teaching.
The Communicative Approach uses many different techniques such as pair work, group
work, gap fill, role play, etc.
1.3. Communicative Language Teaching
1.3.1. Definition
According to American and British proponents, Communicative Language Teaching is an
approach that aims to (a) make communicative competence the goal of language teaching
and (b) develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication.
1.3.2. Principles
According to Richard, J. C. and Rodgers, T. S., Communicative Language Teaching
follows these principles:
- Learners learn a language through using it to communicate.
- Authentic and meaningful communication should be the goal of classroom activities.
- Fluency is an important dimension of communication.
- Learning is a process of creative construction and involves trial and error.

1.3.3. Techniques for Communicative Language Teaching
There are plenty of techniques for CLT. Here are some of them:


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• Pair-work Independent work by pairs of students working simultaneously on a task
or practice activity. Often an extension of ordinary controlled practice or drilling,
with more opportunity for students to talk, hence higher student talking time.

• Group-work Independent work carried out simultaneously by groups of three or
more students on a task or tasks.

• Information gap The principle that two or more students engaged in a practice
activity do not share exactly the same information. If the task is correctly set, the
students must pool their information and are thus forced to communicate through
English. The information gap is therefore an important element in many
communicative practice tasks.

• Role-play A communicative activity in which students talk to each other in
different character roles.
1.4. Summary

In short, this chapter focuses on the concepts useful for the accomplishment of the study.
First are the definitions of techniques, methods and approaches. Then, a brief history of
methods/approaches is presented. Actually, each method/approach has its own strong points
and drawbacks, so what should be done is to combine these methods/approaches to make
full use of the advantages offered and to minimize the shortcomings revealed. Also in the
first chapter are the definition and principles of the communicative approach. Last in the
first chapter are the techniques of the communicative approach.

CHAPTER TWO:


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AN INVESTIGATION INTO THE CURRENT PERFORMANCEOF ENGLISH
TEACHING AND LEARNING ENGLISH IN JUNIOR HIGH SCHOOLS IN
QUANG NGAI PRONVINCE
2.1. Introduction
To realize the objectives of this study, this chapter first starts with an overview of junior
high schools in Quang Ngai province. Then for a better understanding about junior high
schools in Quang Ngai province, some information about the students and learning
requirements are addressed. In addition, an analysis on teachers, teaching methods,
materials, and materials assessments is very important for the realization of the study, for
without it the researcher will find it impossible to sort out practical techniques to improve
the teaching of oral skills for JHS teachers.
2.2. The Junior High School Community in Quang Ngai Province
Quang Ngai province has a city and 13 districts. A commune/ ward has at least a junior
high school. In the 2006-2007 academic year there are 146 junior high schools and 2.832
JHS classes of 114.068 JHS students. JHS students are required to study 11 subjects and
English is one of them. There are 594 JHS teachers.
Quang Ngai is a poor province in central Viet Nam. Farming or a state salary is the main
source of income for families in the JHS community. The average monthly income of the

majority of those families is estimated at less than $70.
2.3. Students and Learning Requirements
The JHS student population ranges from 11 to 15 years old. In the 2006-2007 academic
year there are 114.068 students, of which 58.008 are girl students.
JHS students are required to learn English in 35 weeks with 3 periods a week for grades 6,
7 and 8 and 2 periods a week for grade 9. The aims and objectives are not defined for each
grade but for the whole JHS level as follows:
After finishing JHS students are able to:
- understand detail and gist at an elementary level in listening
- respond to questions and interact in familiar situations in speaking
- understand gist, detail and text structure in reading
- write non-specialized text types such as letters, reports and compositions for a given
purpose in writing

2.4. Teachers and Teaching Methods


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There are totally 594 JHS teachers of English aged from 23 to 57 in Quang Ngai province.
About two-thirds of them have a TJC BA degree (CDSP) and one-third have a TSC BA
degree (DHSP). Slightly more than one quarter of them are teachers of Russian who have
been retrained to teach English since 1991.
In recent years, with the introduction of new TIENG ANH textbook series to junior high
schools in Quang Ngai province the Communicative Approach has been introduced to JHS
teachers of English. However, a lot of teachers still attach themselves to the traditional
teaching method and they usually concentrate on only two of the skills, reading and writing.
This is mainly because the other two are not tested in examinations. In addition, teachers
find it difficult to apply the communicative approach to their teaching because of large
classes and poor school equipment. As a result, teachers take the key role in classroom
activities and students remain passive learners.

2.5. Materials and Assessments
The TIENG ANH textbook series by Loi, N. V et al (2002) for JHS students consists of 4
textbooks for 4 grades: 6, 7, 8 and 9. Each textbook has 16 units with the exception of
TIENG ANH 9 of 10 units. Each unit is based around a theme and contains 5 lessons with
the length of 5 periods:
Lesson 1: Getting started
Lesson 2: Listen and read
Lesson 3: Listen and speak
Lesson 4: Write
Lesson 5: Language focus
The TIENG ANH textbook series is accompanied by the teacher’s guide, the student’s book
and the cassette-tapes.
Most of the JHS teachers believe that The TIENG ANH textbook series is better than the
ENGLISH textbook series. They like the clear layout, the variety of exercise types and the
logical sequencing of the TIENG ANH textbook series. However, they want to reduce the
number of lessons in a textbook to 14. They still do not feel like technological topics and
they would like to have more language summaries.

2.6. Data Collection, Findings and Discussion


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2.6.1. Data Collection
2.6.1.1. The Subjects
The study is carried out with the participation of 25 junior high school teachers of English
who represent urban, rural and remote areas. A quarter of the teachers are men. The
students under observation are in grades 6, 7, 8 and 9 in junior high schools in Quang Ngai
province.
2.6.1.2. Instruments for Data Collection
The data was collected by means of:

• Lesson observations in junior high schools (25 lesson observations)
• Survey questionnaire (answered by 100 junior high school teachers)
2.6.2. Findings and discussion
2.6.2.1. Teachers' Personal Information
The following graph shows the age of teachers:

50
40
30
20
10
0

12% below 29 years

46% 30-39 years

41% 40-49 years

1% 50+ years

Figure 2.6.2.1.1. Age of teachers
Teaching experience and training
More than two- thirds of teachers have been teaching for 10 years or less and one- third of
teachers have been teaching for five years or less.
35
30
25
20

15
10
5
0

3%2-years 16% 2-5 years18% 6-10 years
27% 11-15years 33% 16-20
years

Figure 2.6.2.1.2. No. years of ELT experience

3% 20+ years


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Approximately one third (31%) have received some form of in-service training, mostly in
the form of short summer workshops (usually from 3 to 5 days in length) which largely deal
with the introduction of the new TIENG ANH series with little methodology component.
Two-thirds (69%) have received no in-service training.
Qualifications
Approximately two-thirds of teachers have a TJC (CDSP BA) degree and slightly more
than one-third have a TSC (DHSP BA) degree.

36% TSC
64%
TJC
Figure 2.6.2.1.3. Qualifications
2.6.2.2. Information about Schools
Access to resources at school
Approximately 9 teachers out of 10 have access to a teacher’s book and a curriculum

document and attend regular subject group meetings. Approximately half the teachers
surveyed have access to a cassette player at school, one quarter to a DVD/CD player and
one-fifth to a computer. Access to materials for preparing visual aids (cards, papers, etc.) is
reported by one in five teachers.
60
50
40
30
20
10
0

45% reference
books

53% cassette
player

26% DVD/CD
player

19% computer

19% card,
paper,etc

Figure 2.6.2.1.4. Access to resources at school
Conditions that facilitate teaching
The teachers surveyed listed the following favorable conditions for teaching:
Access to DVD/CD players and cassette players

Access to course books and cassette players
Access to computers
Conditions that impede teaching

12%
11%
8%


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The teachers surveyed listed the following unfavorable conditions for teaching:
Shortage of reference books and materials
Poor equipment
Long textbooks

58%
30%
27%

2.6.2.3. Students' Attitude
Students' needs for English
Teachers believe that their students learn English to go on to further study (63%) or find a
better job (28%). 18% believe that their students will not use English after school.
Students’ strengths and weaknesses
Teachers believe that students have difficulties with:
Listening

86%

Speaking

64%

Writing

47%

Reading

46%

2.6.2.4. Teachers' Performance and Perception
Teachers’ workload
The average teacher has 44 students in a class and teaches 16 lessons a week. S/he prepares
his/her lessons at home because it is more convenient and quieter than at school and s/he
has access to the required books there. S/he does not specialize in any one level but may be
called on to teach any level in the JHS system, probably teaching two or more levels in one
academic year.
The average teacher tests her/his students regularly with self-written weekly, monthly and
end-of-term tests. End-of-year tests are usually written by DES specialists.
Professional support
Half the teachers surveyed report that their source of support comes from their colleagues.
One in three feel that they receive no support.
Teachers’ responses to new TIENG ANH 6-9 textbook series
Likes: Clear layout

82%

Dislikes: Long textbooks

25%

Variety of exercise types

80%

Technology topics

19%

Logical sequencing

61%

Few language summaries 16%

Teachers’ perception of their own teaching skills
Teachers feel confident about teaching grammar, vocabulary and reading. Teachers do not
feel confident about teaching oral skills.


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The teachers feel that they have a good

The teachers would like to find out more

knowledge of the following topics and

about the following topics for their

use them regularly in their teaching:

teaching:

TOPICS
Testing grammar
Correcting students’ errors
Testing vocabulary
Eliciting
Planning lessons
Checking understanding
Presenting new vocabulary
Using drills
Presenting new grammar
Teaching reading
Classroom management
Using dialogues for practice
Practicing new vocabulary
Giving instructions for activities
Organizing pair and group work
Using dialogues for presentation
Grammar practice activities
Testing comprehension
Testing spoken English
Teaching writing
Teaching speaking
Using dictation
Using songs
Teaching listening

%
78
78
75
74
73
73
69
66
62
62
62
58
55
55
54
52
48
45
44
43
37
20
20
11

TOPICS
Teaching listening
Teaching speaking
Teaching writing

Grammar practice activities
Using songs
Testing comprehension
Presenting new grammar
Testing spoken English
Practicing new vocabulary
Teaching reading
Using dictation
Using dialogues for practice
Giving instructions for activities
Using drills
Using dialogues for presentation
Presenting new vocabulary
Planning lessons
Eliciting
Classroom management
Organizing pair and group work
Testing vocabulary
Testing grammar
Checking understanding
Correcting students’ errors

%
55
54
46
45
43
43
37

37
34
32
32
31
30
29
27
26
26
24
22
22
21
21
21
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2.6.2.5. Remarks about Class Observations
Class observations show the methods and techniques used by the observed teachers.
•

Methods

It is not easy to say which method/approach teachers observed take in their teaching. Of all
25 teachers observed, only three teachers know how to apply the communicative approach
to their teaching. The rest still reveal their limitations in language knowledge and are not
used to applying the communicative approach to their teaching. They often attach
themselves to the traditional teaching method.
•

Techniques


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The teachers observed regularly use language games, gap-fill, role play in their teaching.
The most preferable techniques are slap the board, noughts and crosses and pair work.
Teachers often begin a lesson with a game and finish it with a song.
Teachers have difficulty in using group work and free practice activities.
2.7. Summary
This chapter focuses on the current performance of English teaching and learning in junior
high schools in Quang Ngai province. Although JHS teachers are of various ages, they
always try their best to meet the surging needs of their students. However, teachers still
reveal some shortcomings in the way they deliver their lessons because of their lack of
experience (in case of young teachers), their persistence in using traditional teaching
method (old teachers), or their limitations in language knowledge (in-service trained
teachers).
Also in this chapter, findings from the survey show that most of the teachers want to reduce
the number of units in TIENG ANH from 16 to14 so that they can slow down their teaching
pace and have time for revision.
From the class observations we know that it is not an easy task for teachers to apply the
communicative approach to their teaching in large classes with poor equipment.
In addition, statistics gained from the survey indicate that JHS teachers believe 86% of the
students have difficulties with listening and 64% with speaking. Therefore, teachers should
know how to teach the oral skills and how to improve their own speaking
ability since they are as important as a model for those they teach.

CHAPTER THREE:
SUGGESTED TECHNIQUES TO IMPROVE THE TEACHING
OF ORAL SKILLS FOR JUNIOR HIGH SCHOOL TEACHERS

IN QUANG NGAI PROVINCE
3.1. TECHNIQUES FOR TEACHING SPEAKING
3.1.1. Introduction


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In junior high schools, one of the main ways speaking is taught is through dialogues. In this
procedure students repeat each line of the dialogue after the teacher many times. Instead of
asking students to repeat long dialogues, teachers follow these steps:
1. Choose useful structures from the dialogue and do meaningful drills.
2. Put prompts on the board and get students to ask and answer questions.
3. Set up communication pair work activities to practice useful language.
However, speaking practice in the classroom does not come from dialogues only. Good
speaking activities can be integrated into lessons with a grammar, reading, listening, or
writing focus.
EXPLOITING DIALOGUES
Unlike ordinary texts, dialogues are intended to be spoken aloud. A good dialogue tries to
present natural speech. It is like a short theoretical play. It should be acted out in class
rather than read aloud. If the dialogue has some really useful structures and vocabulary,
then it is worth teaching. This can be practiced in a drill and then lead on to a role play or
pair work.
THE PRINCIPLES OF A GOOD DRILL
1. The students must know what they are saying. This means there must be some
presentation before asking students to repeat sentences. The teacher should predict
beforehand what pronunciation problems the students will have and pay attention to their
own pronunciation during presentation.
2. Let students hear the drill about three or four times before asking them to repeat it.
3. If there is a very long sentence, break it down into shorter parts and start from the
end of the sentence. This is because the parts will always make sense and the intonation
stays the same. (Back chaining)

Example: Would you like to come to my house for lunch? (Tiếng Anh 7, Unit 6, pg 66)
The teacher would start by saying:
Teacher: for lunch?
Students: Repeat.
Teacher: to my house for lunch?
Students: Repeat.
Teacher: to come to my house for lunch?
Students: Repeat.
Teacher: Would you like to come to my house for lunch?
Students: Repeat.


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4. Do not ask individuals to repeat the sentences until the whole class has had a chance
to repeat and build their confidence.
5. Keep the drill moving quickly and try to keep it short. About one minute is right for
each drill.
6. When the teacher wants half the class, small groups or individuals to repeat, use
hand gestures instead of names.
3.1.2. Controlled Speaking Activities
3.1.2.1. The Repetition Drill
PRESENT THE DRILL
(These drills have been chosen from TIẾNG ANH 6, unit 12, pg 129- 131)
BARE INF
Student 1: How often

| do you |

go

NOUN
| to the zoo?

Student 2: Once or twice a week.
/s/
STEP 1:

/s/

/k/

GETTING STUDENTS’ ATTENTION

Gesture for silence and get students to listen by pointing to the teacher's ear.
STEP 2:

MODELLING

Give the model. Speak clearly but naturally. Give the model two or three times with pauses
so that the students can repeat it mentally to themselves.
STEP 3:

FULL CLASS REPETITIONS

Repeat the model again. This time make gestures for them to repeat. Ask for three or four
repetitions until the students are confident.
STEP 4:

HALF CLASS REPETITIONS

Get half the class to repeat by gestures. Do not give verbal orders. This slows down the
drill.

STEP 5:

SMALL GROUP REPETITIONS

Get small groups to repeat. Make a circular direction with the teacher's hand in the direction
of the group. Remember to smile if they do it well. The teacher remodels once or twice if
the students have difficulties.
STEP 6:

INDIVIDUAL REPETITIONS


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Ask individuals to repeat. Point clearly and avoid using names. It does not matter if a
different student responds, or two students instead of one. Using names slows down the
drill. At this stage the teacher will hear mistakes clearly. Remodel if necessary and smile
encouragingly .
STEP 7:

COMPLETION

Finally, get a few more class repetitions. Each drill should only take about a minute.
Remember to keep it flowing.
Note : When they can say all the lines well, the teacher could ask one half of the class to be
Student 1 and the other half Student 2. Drill a few times then swap roles.
3.1.2.2. The Substitution Drill
Remember that the original sentence structure from a drill can generate many other

useful sentences. This usually goes easily and quickly once the main structure has been
drilled. The substitutions can be prompted by pictures or mine.
Example 1:
ORIGINAL STUCTURE:

How often do you | go | to the zoo?

Introduce pictures of the park, the sports center, the mountain, the river, the kitchen
and the school. Check if the students know the vocabulary. Set up a substitution drill.
Teacher: (Show a picture of a park. Students should make a question.)
Students: How often do you go to the park?
Teacher: (continues with all the pictures)
•

Now introduce some different responses. Model the pronunciation and practice with
the students.

• Write these prompts on the board as a support for the students:
once

|

twice

|

a week

three times

|

a month

four times

|

a year

every day
Repeat the same drill again. This time ask for a response by pointing to the
response on the board. After they have enough practice, rub out the table and make a
simpler one so that they have to think more.
Example:

1

|

2

|

week

3

|

month

4

|

year


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day
Note: The students should now be ready for a pair work activity.
PAIR WORK ACTIVITY
(Tell the students they are now going to do some pair work.)
1. The teacher has already presented the language he wants the students to use.
2. TEACHER-STUDENT MODEL:
Ask a student to stand.
Teacher: How often do you go to the park?
Student: Once a week.
Teacher: How often do you play sports?
Student: Twice a week.
3. OPEN PAIRS
Choose two students who are sitting far away from each other. Ask them to stand. Get one
to ask and one to answer. Use either pictures or prompts on the board to guide students to
ask different questions. The answers should be realistic.
Student 1: How often do you go camping?
Student 2: Once a year.
4. SIMULTANEOUS PAIR WORK
Now tell the students to work in pairs and ask each other how often they do things. They
should take it in turns to ask. Go around and listen to them working. The teacher can leave

some prompts on the board if necessary, e.g. zoo, park, sports, camping, fishing, mom.
5. PUBLIC CHECK
Stop the activity and choose a random pair. Ask them to repeat the activity. Do the same
with two other pairs. If the students know the teacher is going to check after the activity,
they will work harder.

6. CORRECT ANY COMMON MISTAKES
If the teacher has noticed any common mistakes, bring them to the attention of the students.
•

FURTHER PRACTICE

If the teacher has enough time and the students have mastered the structure, the teacher can
give them some more practice. Show some pictures of sport and leisure activities. Elicit the
language from students.
How often do | you | VERB | NOUN?
Teacher: (Show a picture of someone watching TV.)


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Students: How often do you watch TV?
Teacher: (Show a picture of someone swimming.)
Students: How often do you go swimming?
Teacher: (Show a picture of someone listening to the radio)
Students: How often do you listen to the radio?
Elicit as many different actions as the teacher thinks the students will know, using pictures.
Write prompts on the board.
TV, RADIO, SWIMMING, FOOTBALL, HIKING, BOOKS.
PAIR WORK: The teacher can ask the students to do the activity again. This time the
teacher asks questions using prompts on the board.

3.1.2.3. Drilling a Complete Dialogue
If the teacher feels that a complete dialogue is suitable for the students to practice (with a
speaking focus) then this is a good procedure to follow:
(UNIT 11, TIẾNG ANH 6, pg 116)
Salesgirl: Can I help you?
Ba

: Yes. I’d like some beef, please.

Salesgirl: How much do you want?
Ba

: Two hundred grams of beef, please.

Salesgirl: Two hundred grams of beef. Is there anything else?
Ba

: Yes. I need some eggs.

Salesgirl: How many do you want?
Ba

: A dozen, please.

STEP 1: PRESENTATION (Students should not open their books yet.)
Students must understand what they are repeating.
PRESENT VOCABULARY: Show pictures of different foods (oil, tea, chocolate, rice,
beef, eggs, peas, soap, toothpaste). Present the words beef and egg. Check if the students
understand the questions, “How much do you want?” and “How many do you want?”
WRITE THEM ON THE BOARD. Bring their attention to the structure PRESENT

SIMPLE (used for shopping people do every day). Explain that people use either HOW
MUCH or HOW MANY with this structure.
STEP 2: LISTENING ACTIVITY (Let the students listen to the dialogue first and focus on
meaning.)
•

Students must have their books closed.


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• The teacher writes two guiding questions on the board.
1. How much beef does Ba want?
2. How many eggs does Ba want?
•

The teacher plays/reads the dialogue.

• The teacher plays /reads it again if they don’t know the answers.
STEP 3: BEGIN THE REPETITION (Display the dialogue on a flipchart.)

• The teacher models the first sentence. Students repeat.
• If students have PRONUNCIATION errors, focus their attention on the problem
word and ask them to repeat just that word together as a class and individually.

• Continue through each line of the whole dialogue.
• Go through the whole dialogue with students repeating after the teacher.
• The teacher is the salesgirl. Students are Ba. Repeat the dialogue.
• Half the class is the salesgirl. Half the class is Ba.
• Students work in pairs. Each student should practice both parts.
•

The teacher should go around and listen (MONITOR).

• Go over any common PRONUNCIATION mistakes.
STEP 4: GAP-FILL EXERCISE (Listening)
Ask the students to close their books and listen. The teacher is going to ask them to fill in
the missing words. Read/play the dialogue again and stop before a key word. Make gestures
for students to say the missing words.
Example:
Teacher: Yes. I’d like some... (PAUSE AND GESTURE)
Students: beef

STEP 5: PAIRWORK - ADAPTING THE DIALOGUE TO THEIR LIVES.
(Using prompts)
Explain to the students that they are going to do the dialogue again in pairs, using their own
information. This time the teacher is going to encourage them to really think by only
putting PROMPTS on the board.
Example: Write the following on the board


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Student 1: I / help / you?
Student 2:
Student 1: much / you / want?

Check that the students

Student 2:

can make the complete

Student 1: half a kilo / pork / anything else?

sentences from these

Student 2:

prompts.

Student 1: many / you / want?
Student 2:
Before the teacher asks them to practice in pairs, do the dialogue with a few students and
ask a pair to demonstrate it in front of the class.
•

When simultaneous pair work has finished, ask some pairs to demonstrate.

SUMMARY OF IMPORTANT POINTS
•

Always present vocabulary, topic, structures and pronunciation first.

•

The drill moves from the WHOLE CLASS to SIMULTANEOUS PAIR WORK.

•

CHANGING the role while drilling keeps it interesting.

• After students have practiced the original dialogue in pairs, take it a step further by
using prompts and if possible adapting the information to reflect THEIR LIVES.
(real information)

• Always ask a pair to demonstrate the dialogue before doing simultaneous pair work
to make sure everyone knows what to do.
•

If students know they MIGHT be chosen to DEMONSTRATE after pair work, they
will work harder and not speak in Vietnamese.

3.1.3. Less Controlled Speaking Activities
3.1.3.1. Chain Game
This is suitable for small class. In large classes, after demonstrating the game, let the class
play it in groups of around ten.
Start the game with a sentence like: (TIẾNG ANH 6, Unit 11, A 4)
‘I need some eggs.’
The first student repeats this sentence, adding an item of their own:


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‘I need some eggs and some rice.’
The teacher does not repeat these sentences. Each student adds something until no one can
add any more without a mistake. For older students the items can be more complex:
‘I need some eggs, some rice, a bottle of cooking oil and half a kilo of beef.’
This activity tests both listening and memory. In order to give an added incentive to the
students to improve, the teacher can make a student who gets it wrong drop out for one
round and come in again later.
Adapt this activity for:
-Near future

-Conditionals 1, 2 and 3
-Lexical sets
3.1.3.2. Dialogue Frame
The teacher puts a dialogue on the board in cues.
The teacher models the dialogue, pointing to each cue in turn.
The teacher runs through the cues like a drill with the whole class to make sure they know
what to say at each cue.
The students practice the dialogue in pairs.
Example: You are a tourist to HCMC. You want to visit a market. This is the conversation
between you and the tourist officer. (TIÊNG ANH 8, Unit 11, SPEAK)
You
Excuse me!

Tourist officer
Yes?

I’d like to visit a market. Would you mind
suggesting me one?

Not at all.
How about going to Ben Thanh Market?
It opens from about 5am to 8pm.

That sounds interesting. Thank you.

You‘re welcome.

The teacher puts the dialogue chart on the board.
The teacher elicits the exchanges from students and asks them to repeat.
The teacher asks a pair to demonstrate the dialogue. (open pair)

The teacher asks students to work in pairs. (closed pairs)
The teacher monitors and corrects.
Adapt this activity for:
Offers and requests
3.1.3.3. Role Play


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Role play is a communicative activity in which students talk to each other in different roles.
Role play encourages the use of spoken English. Students learn both by repeating the words
given to them and by making up their own words to fit the situation.
Example: The teacher asks students to play the role of A and B, ask and answer about their
partner’s home village in pairs then swap roles. (TIÊNG ANH 9, Unit 3, Speak)
A: Where is your home village?
B: It’s to the west of the city.
A: How far is it from the city?
B: It’s about 15 kilometers from the city.
A: How can you get there?
B: We can get there by bus.
A: How long does it take to get there?
B: It takes an hour.
A: What do people do for a living in your village?
B: They plant rice and raise cattle.
A: Does your village have a river?
B: There aren’t any rivers, but there is a big lake.
3.1.3.4. Interview
The teacher asks students to ask and answer about a certain topic in pairs. One student is
the interviewer and the other is the interviewee and then they swap roles.
Example: Asking and answering about students’ wear (TIÊNG ANH 9, UNIT 2, SPEAK)
S1: What do you usually wear on the weekend?

S2:................................................................................................
S1: Why do you wear these clothes?
S2: ...............................................................................................
S1: What is your favorite type of clothing? Why?
S2: ................................................................................................
S1: Is it comfortable to wear uniform?
S2: ................................................................................................
S1: What color is it?
S2:..................................................................................................
S1: What type of clothing do you usually wear on Tet holiday?
S2:.................................................................................................
S1: What would you like to wear to a party?
S2: ................................................................................................


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Adapt this activity for:
- Daily activities
- Holiday plan
- Study plan
- Future plan
- Famous people
3.1.3.5. Discussion
The teacher organizes an informal discussion on a topic of interest to the students. The
teacher can get students to propose a topic.
Example: The effects of the new mall (TIẾNG ANH 8, Unit 7, READ)
The teacher asks students to discuss the topic in groups of about 10. One member from each
group writes down their friends’ ideas and opinions. After discussion, one representative
from each group presents it in front of the class.
Possible answers:

- To shop under one roof in comfort with air-condition, entertainment (cinema, restaurant
and children’s play area)
- To have a wider selection of goods at lower prices
- Small shop owners are worried about their future.
Adapt this activity for:
Safety precautions in the street
City life and country life
The Internet
How to minimize pollution
3.1.3.6. Story-telling
The teacher should encourage students to tell stories as soon as they have some ability to
speak English. It will be difficult at first, but they will soon get used to it.
Example: The lost shoe (TIIẾNG ANH 8, Unit 8, READ)
The teacher asks students to retell the story in details in front of the class. They can use the
statements in the gap-fill exercise and add some more.
Suggested answer:
Little Pea’s father was a poor farmer. Unfortunately, Little Pea’s mother died when she
was very young and her father got married again. The new wife was very cruel and made
her work all day. One day, the prince wanted to choose a wife from her village. Her new
mother didn’t make new clothes for her, but the fairy did. She came to the festival and lost
a shoe. The prince found her shoe and decided to marry her.


24
Adapt this activity for:
- Stories students have heard before
- Stories they may make up
- Things they have seen and done
3.1.4. Summary
Conversation is difficult for many students because it involves various skills. While

learning to speak a foreign language, the students inevitably make mistakes. Because of
these reasons, the teacher should create a relaxed atmosphere, accustom students to
speaking in natural interaction, organize pair and group work, and avoid any obsession with
accuracy. The teacher should encourage incidental classroom speaking, giving students the
expressions they need, and exploit every opportunity for conversation.
3.2. TECHNIQUES FOR TEACHING LISTENING
3.2.1. Introduction
It is generally believed that listening is the most important skill for learning to speak a
language. When students speak English, they have time to think about what they want to
say, and about what words to use. When students listen, they have little control over what
they will hear, but in order to communicate they need to understand what is being said to
them. Unfortunately in junior high schools, listening is by far the weakest of the skills.
When listening is taught, the methods are sometimes not very useful. The teacher can really
help their students learn English by actively teaching listening in a communicative way
more often in his classes. The teacher can make the course-book or other listening practice
more realistic or interesting by following specific stages and using specific techniques. The
stages generally recommended are:
Pre-listening: This stage is to prepare the students for what they are going to hear. The
teacher should not just tell the students to listen and then start the cassette.
While-listening: This stage is to help the students understand the text/dialogue. The teacher
should not expect them to understand every word. In general, the teacher should help his
students understand rather than test their understanding the whole time.
Post-listening: This stage is to help the students to connect what they have heard with their
own experience. It also allows the teacher to move easily from listening to another language
skill.
WHY IS LISTENING SO DIFFICULT?
•

The listeners have little control or no control over what they will hear.

25
•

The speakers talk too fast.

•

There are too many new words.

• Accents are different and difficult to understand.
Remember that if the teacher follows the correct procedure for teaching listening the
students’ listening skill will definitely improve.
THERE

ARE

A

FEW

POINTS

TO

REMEMBER

WHEN

USING

THE

TEXT/DIALOGUE FOR LISTENING :
1. The teacher needs to get the students interested in the topic before he plays/reads the text/
dialogue.
•

Use flashcards/pictures related to the topic.

•

Ask simple questions about the topic.

•

Chat informally about the topic.

2. The teacher should present some key vocabulary.
3. The teacher must make sure all the students’ books are closed when he plays/reads the
text/dialogues. If they are open, it is a useless listening activity. Listening and reading are
two different skills. The teacher cannot ask students to read and listen if he wants to
improve their listening .This is a common mistake made by teachers.
4. The teacher gives the students one or two general questions about the main points of the
text/dialogues before the teacher plays/reads it. This will help them focus on the
text/dialogues when they first listen to it.
5. Give the students a task to complete while listening. Break this task up into two parts
since listening is hard for students and the text/dialogue in the books are often long.
A GOOD LISTENING ACTIVITY PROCEDURE WITH TIẾNG ANH 8 ,UNIT 7 (p 63)
1. Students CLOSE their books.

2. The teacher introduces the topic:
Na has just moved to a new place and Nam is telling her something about their
neighborhood.
3. PRESENT VOCABULARY
- close by (adv): (explanation)
- to serve

(v): (definition)

- a pancake (n): (translation)
- tasty

(adj): (synonym)