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TABLE OF CONTENTS
Acknowledgements iv
List of abbreviations v
Part 1: Introduction
1. Rationale of the study 1
2. Aims of the study 2
3. Methods of the study 2
4. Scope of the study 2
5. Design of the study 2
Part 2: Development
Chapter 1: Literature Review 4
1.1. Introduction 4
1.2. An overview of techniques, methods and approaches 4
1.2.1. Definitions 4
1.2.2. History of methods / approaches 4
1.3. An overview of communicative language teaching 5
1.3.1. Definition 5
1.3.2. Principles 5
1.3.3. Techniques for language teaching 6
1.4. Summary 6
Chapter 2: An Investigation into the Current Performance of English Teaching and Learning in Junior High Schools in Quang Ngai Province 7
2.1. Introduction 7
2.2. The Junior High School Community in Quang Ngai Province 7
2.3. Students and learning requirements 7
2.4. Teachers and teaching methods 8
2.5. Materials and assessments 8
2.6. Data collection, findings and discussion 9
2.6.1. Data collection 9
2.6.1.1. The subjects 9
2.6.1.2. Instruments for data collection 9
2.6.2. Findings and discussion 9
2.6.2.1. Teachers’ Personal Information 9
• Age of teachers 9
• Teaching experience and training 9
• Qualifications 10
2.6.2.2. Information about Schools 10
• Access to resource at school 10
• Conditions that facilitate teaching 10
• Conditions that impede teaching 11
2.6.2.3. Students' Attitude 11
• Students' need for English 11
• Students' strengths and weaknesses 11
2.6.2.4. Teachers’ Performance and Perception 11
• Teachers' workload 11
• Professional support 11
• Teachers' responses to the new Tieng Anh 6-9 textbook series 11
• Teachers' perception of their own teaching 11
2.6.2.5. Remarks about class observations 13
• Methods 13
• Techniques 13
2.7. Summary 13
Chapter 3: Suggested Techniques to Improve the Teaching of Oral Skills for Junior High School Teachers in Quang Ngai Province 14
3.1. Techniques for teaching speaking 14
3.1.1. Introduction 14
3.1.2. Controlled speaking activities 15
3.1.3. Less controlled speaking activities 21
3.1.4. Summary 24
 
3.2. Techniques for teaching listening 24
3.2.1. Introduction 24
3.2.2. Pre-listening techniques 28
3.2.3. While-listening techniques 30
3.2.4. Post-listening techniques 31
3.2.5. Summary 32
3.3. Techniques for correcting students’spoken errors 32
3.3.1. Introduction 32
3.3.2. Correction Techniques 34
3.3.3. Summary 36
Part 3: Conclusion
1. Recapitulation 37
2. Limitations and suggestions for further study 38
References 39
Appendix 41
 
 
 
 
 
 
 
 
 
 
 
 
 


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tudents’ 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
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
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.)
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 Giúp 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.
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
Student 1: I / Giúp / 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 Sp...

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