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Effective techniques to teach English dialogue for students at Hai Phong Popodoo English school
BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ISO 9001 : 2008 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGOẠI NGỮ HẢI PHÒNG – 2012 HAIPHONG PRIVATE UNIVERSITY FOREIGN LANGUAGES DEPARTMENT GRADUATION PAPER A STUDY ON EFFECTIVE TECHNIQUES TO TEACH ENGLISH DIALOGUE FOR STUDENTS AT HAI PHONG POPODOO ENGLISH SCHOOL By: Ngo Thi Bich Ngoc Class: NA1202 Supervisor: Mrs. Nguyen Thi Thuy Thu HAI PHONG – 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG Nhiệm vụ đề tài tốt nghiệp Sinh viên: Mã số: Lớp: …….Ngành: Tên đề tài: Nhiệm vụ đề tài 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp (về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… 2. Các số liệu cần thiết để thiết kế, tính toán. ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… …………… …………………………………… ………………………… ……………… …………………………………………………………… …………….………………………………………………………………… ………………….…………………………………………………………… ……………………………………………………………………………… ……………… …………………………………………………………… 3. Địa điểm thực tập. ………….…………………………………………………………………… ……………………………………………………………………………… …… ……………………………………………………… ……………… …………………………………………………………… ………………… …………………………………………………………… ………………… …………………………………………………………… ………………… CÁN BỘ HƯỚNG DẪN ĐỀ TÀI Người hướng dẫn thứ nhất: Họ và tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Người hướng dẫn thứ hai: Họ và tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Đề tài tốt nghiệp được giao ngày…… tháng …… năm 20…… Yêu cầu phải hoàn thành xong trước ngày…… tháng …… năm 20…. Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Hải Phòng, ngày…. Tháng… năm 20…. HIỆU TRƯỞNG GS.TS.NGƯT Trần Hữu Nghị PHẦN NHẬN XÉT TÓM TẮT CỦA CÁN BỘ HƯỚNG DẪN 1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp: …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… 2. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán giá trị sử dụng, chất lượng các bản vẽ) …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… 3. Cho điểm của cán bộ hướng dẫn : (ghi bằng cả số và chữ) Hải Phòng, ngày … tháng … năm 20… Cán bộ hướng dẫn (họ tên và chữ ký) NHẬN XÉT ĐÁNH GIÁ CỦA NGƯỜI CHẤM PHẢN BIỆN ĐỀ TÀI TỐT NGHIỆP 1.Đánh giá chất lượng đề tài tốt nghiệp về các mặt thu thập và phân tích tài liệu, số liệu ban đầu, giá trị lí luận và thực tiễn của đề tài. 2. Cho điểm của người chấm phản biện : (Điểm ghi bằng số và chữ) Ngày tháng năm 2012 Người chấm phản biện Acknowledgement In the process of completing my graduation paper, I have received a great deal of help, guidance and encouragement from teachers, friends and my family. First of all, I would like to express my sincere thank to Haiphong Private University – an ideal environment, which gave me the chances to learn and practice during the last 4 years. Second, I would like to express my gratitude to my supervisor Mrs Nguyen Thi Thuy Thu, M.A who has generously given me benefit of her wisdom and varied experience in English teaching method and who made valuable suggestions, careful detailed and critical comments. Without her help, my research would have never been successfully completed. Besides, my sincere thanks also are sent to other teachers of Foreign Language Department, at Haiphong Private University for their valuable lectures and instructions during the 4 years which helped me much in completing my research. I also would like to send my thank to teachers and students at Hai Phong Popodoo English School where I’m working in for giving me endless support and stimulating encouragement as well as helping me fulfill the survey questionnaires. Especially, I am grateful to my family and my friends who always beside and encourage me during the time I carry out this study. Finally, I would like to send my sincere wishes for health and success in work to leadership of Hai Phong Private University as well as all of teachers in Foreign Languages Department. Sincerely thank you! NGOC Ngo Thi Bich Ngoc TABLE OF CONTENTS PART 1: INTRODUCTION 1 I. Rationale 1 II. Aims of the study 2 III. Scope of the study 2 IV. Methods of the study 3 V. Comments on the survey questionaires 3 1. Comments on informants 3 2. Comments on the survey questionaire 3 2.1 The Objectives of the survey 3 2.2 The data collection Method 3 2.3 Design of the survey questionnaire 4 VI. Design of the study 5 PART II: DEVELOPMENT 7 CHAPTER 1: THEORETICAL BACKGROUND 7 I. English dialogue understanding 7 1. Definitions of English dialogue 7 2. Types of dialogue 9 2.1 Classify according to the form of dialogue 9 2.1.1 Spoken dialogue 9 2.1.2 Written dialogue 9 2.2 Classify according to interlocutors’ purposes 9 2.2.1 Persuasion dialogue 9 2.2.2 Negotiation dialogue 10 2.2.3 Inquiry dialogue 10 2.2.4 Deliberation dialogue 10 2.2.5 Information-seeking dialogue 10 2.2.6 Eristic dialogue 10 3. Criteria for evaluating a dialogue (especially for teaching students) 11 3.1 The dialogue should not be too long 11 3.2 The language should be relevant 11 3.3 The language should be appropriate 11 3.4 The situations should be realistic and relevant. 11 3.5 The structural items should be limited 12 3.6 The dialogue must be interesting 12 4. The importance of dialogue 12 III. How to teach English dialogue for students 14 1. Teaching English dialogue in combination with teaching vocabulary, pronounciation and grammar. 14 1.1 Teaching English dialogue in combination with teaching vocabulary 14 1.2 Teaching English dialogue in combination with teaching pronounciation 15 1.3. Teaching English dialogue in combination with teaching grammar 17 II. Teaching dialogue procedure 18 2.1 Present a dialogue to students 18 2.2 Let students practice the dialogue 19 2.2.1 Guided practice 19 2.2.2 Controlled practice 19 2.2.3 Free practice 19 IV. Some techniques should be used in teaching and learning English dialogue 20 1. Using textbooks 20 2, Using pictures or flashcards 20 3, Using games 21 4, Using pair and group work 22 5, Using audio-visual materials 23 6, Exercises and tests 24 CHAPTER II: FINDINGS ON TEACHING AND LEARNING 25 DIALOGUE AT HAI PHONG POPODOO ENGLISH SCHOOL 25 [...]... above reasons, I’m motivated of doing a research on presenting some effective techniques to teach English dialogue to students at Hai phong Popodoo English school with hope that students will be interested in learning English and improve their English skills, I decided to carry out the study on Effective techniques to teach English dialogue for students at Hai Phong Popodoo English school II Aims of the... study aims at: _ Affirming the role of dialogue in teaching and learning English _ Finding out attitude of teachers and students at Hai phong Popodoo English School toward English dialogue _ Suggesting some effective techniques in teaching English dialogue to attract students interest and to make students have positive atitude in learning English dialogue as well as help them improve their English skills... field of teaching and learning English III How to teach English dialogue for students 1 Teaching English dialogue in combination with teaching vocabulary, pronounciation and grammar When teaching English dialogue, teachers also have to focus on teaching vocabulary, pronouciation and grammar These items in teaching dialogue have a close relationship, even inseparable Therefore, to teach dialogue effectively,... is collected to get background knowledge Secondly, I consulted ideas and opinions from my supervisor, teachers in Foreign Department of Hai Phong Private University and teachers at Hai Phong Popodoo English School Thirdly, I involved directly in teaching at classes of Popodoo English School Survey questionnaires are conducted to teachers and students at Hai phong Popodoo English School with a... purposes: To research on teachers and students attitude and expectations about teaching and learning English dialogue through some techniques To get information about the frequency and effectiveness of techniques used in teaching English dialogue at Hai Phong Popodoo English School 2.2 The data collection Method To reach the primary purposes of the study, survey questionaires are chosen as main method for. .. in effective ways III Scope of the study Obviously, there are a lot of various techniques to teach English dialogue to students; however, due to the limitation of time, resources and knowledge of the author, this study focuses on implementing the survey questionnaires to teachers and students at Hai Phong Popodoo English School to find out their attitudes towards English dialogue and offering some techniques. .. Some suggested techniques to teach English dialogue to students at Hai Phong Popodoo English School - Containing some particular techniques to teach English dialogues to students and some more suggested activities 5 Part 3: Conclusion - Summarizing all the issued mentioned above - Showing the limitation of the study - Giving some recommendations and suggestions for future research To sum up, Part... referred to rational, aims, scope, methods and design of the graduation paper as well as comments on the survey questionnaires In Part II, the study introduces the literature review, survey questionnaires and techniques to teach English dialogue for students at Hai Phong Popodoo English School and some suggested techniques in teaching dialogue Part III includes summary, recommendations and suggetions for. .. view to find out their recognition, attitude and evaluation of this matter V Comments on the survey questionaires 1 Comments on informants I carried out the survey questionnaires at Hai Phong Popodoo English School with participation of 15 English teachers and 80 students from Windoodoo and Samdoodoo classes They took part in survey questionnaires with 11 questions relating to English dialogue teaching... that the students need to practice” It is important to teacher to make the words list before the lesson starts based on the context of the dialogue Students need: “The words that are needed by students are usually worth to be taught to the students Students need is a major consideration 14 for teachers to teach Sometimes they are interested in learning new things around them It makes them motivated . on presenting some effective techniques to teach English dialogue to students at Hai phong Popodoo English school with hope that students will be interested. out attitude of teachers and students at Hai phong Popodoo English School toward English dialogue. _ Suggesting some effective techniques in teaching English