1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES VIETNAM NATIONAL UNIVERSITY, HANOI FACULTY OF POST- GRADUATE STUDIES UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES ********************* FACULTY OF POST- GRADUATE STUDIES ********************* PHÙNG THỊ HOA MƠ PHÙNG THỊ HOA MƠ ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 TO TO IMPROVE STUDENTS’ PARTICIPATION IMPROVE STUDENTS’ PARTICIPATION AT DAN PHUONG UPPER- SECONDARY SCHOOL AT DAN PHUONG UPPER- SECONDARY SCHOOL (ĐIỀU CHỈNH MỘT SỐ HOẠT ĐỘNG NÓI TRONG SÁCH TIẾNG ANH 11 NHẰM TĂNG CƯỜNG SỰ THAM GIA CỦA HỌC SÁCH TIẾNG ANH (ĐIỀU CHỈNH MỘT SỐ HOẠT ĐỘNG NÓI TRONG SINH TẠI TRƯỜNG11 NHẰM TĂNG CƯỜNG SỰTHPT ĐAN PHƯỢNG) SINH TẠI TRƯỜNG THPT THAM GIA CỦA HỌC ĐAN PHƯỢNG) M.A.MINOR PROGRAMME THESIS M.A.MINOR PROGRAMME THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 SUPERVISOR : VŨ MAI TRANG, M.A HANOI - 2010 HANOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES VIETNAM NATIONAL UNIVERSITY, HANOI FACULTY OF POST- GRADUATE STUDIES UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY********************* STUDIES OF POST- GRADUATE ********************* PHÙNG THỊ HOA MƠ PHÙNG THỊ HOA MƠ ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 TO TO IMPROVE STUDENTS’ PARTICIPATION IMPROVE STUDENTS’ PARTICIPATION AT DAN PHUONG UPPER- SECONDARY SCHOOL AT DAN PHUONG UPPER- SECONDARY SCHOOL (ĐIỀU CHỈNH MỘT SỐ HOẠT ĐỘNG NÓI TRONG SÁCH TIẾNG ANH 11 NHẰM TĂNG CƯỜNG SỰ THAM GIA CỦA HỌC SINH TIẾNG ANH 11 (ĐIỀU CHỈNH MỘT SỐ HOẠT ĐỘNG NÓI TRONG SÁCH TẠI TRƯỜNG THPT GIA CỦA HỌC NHẰM TĂNG CƯỜNG SỰ THAMĐAN PHƯỢNG) SINH TẠI TRƯỜNG THPT ĐAN PHƯỢNG) M.A.MINOR PROGRAMME THESIS M.A.MINOR PROGRAMME THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 FIELD : ENGLISH TEACHING METHODOLOGY SUPERVISOR : VŨ MAI TRANG, M.A CODE : 601410 SUPERVISOR : VŨ MAI TRANG, M.A HANOI - 2010 TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………………………… i DECLARATION ii ABSTRACT………………………………………………………………… iii TABLE OF CONTENTS…………………………………………………… iv LIST OF ABBREVIATIONS AND TABLES……………………… PART I: INTRODUCTION……………………………………………… … vii 1.1.Statement of the problem and rationale for the study………………… 1.2.Aims of the study………………………………………………………… 1.3 Research questions……………………………………………………… 1.4 Scope of the study………………………………………………………… 1.5 Methods of the study…………………………………………………… PART II: DEVELOPMENT…………………………………………………… CHAPTER 1: LITERATURE REVIEW……………………………………… 1.1 An overview of students’ participation………………………………… 1.1.1 Students’ participation…………………………………………… 1.1.2 Factors affecting students’participation………………………… 1.1.2.1 Student factors………………………………………… 1.1.2.1.1 Students’learning styles…………………………… 1.1.2.1.2 Students’ attitudes and motivation……………… 1.1.2.1.3 Students’ language levels………………………… 1.1.2.2 Teachers’ factors………………………………………… 1.1.2.2.1 Teaching methods………………………… 1.1.2.2.2 Teacher’s knowledge………………………… 1.1.2.2.3 Teacher’s characteristics…………………… 1.2 Adaptation is a necessary task in lessons…………………………… 1.2.1 What is adaptation? 1.2.2 The purpose of adaptation………………………………………… 1.2.3 Techniques for adaptation………………………………………… 1.2.4 Levels of adaptation……………………………………………… CHAPTER 2: THE STUDY…………………………………………………… 10 2.1 Research setting………………………………………………………… 10 2.1.1 The setting of the study…………………………………………… 10 2.1.2 Speaking materials………………………………………………… 11 2.2 Research design………………………………………………………… 13 2.3 Participants……………………………………………………………… 14 2.4 Data collection instruments……………………………………………… 14 2.4.1 Classroom observations…………………………………………… 14 2.4.2 The teacher interview……………………………………………… 15 2.4.3 Student questionaire……………………………………………… 15 2.4.4 Follow-up student interview……………………………………… 15 2.5 Data collection procedure……………………………………………… 15 CHAPTER 3: DATA ANALYSIS AND FINDINGS………………………… 16 3.1 Results from before-experiment-observations………………………… 16 3.2.Results from students’ questionaire…………………………………… 18 3.3.Results from teacher interview………………………………………… 24 3.4 Results from the end of experiment observations…………………… 28 3.4.1 Observations in control group…………………………………… 28 3.4.2 Observations in experimental group…………………………… 29 3.5 Students’participation in experimental and control group in three lessons at the end of the intervention…………………………………… 36 3.6 Comparison of students’particpation before and at the end of the experiment ………………………………………………………………… 37 3.7 Follow-up student interview………………………………………… 38 PART III: CONCLUSION 39 1.1 Summary of the study 39 1.2 Limitations of the study: 40 1.3 Suggestions for further study 40 1.4 Implications: 40 REFERENCES APPENDIX I APPENDIX IV APPENDIX V LIST OF ABBREVIATIONS CLT: Communicative Language Teaching MOET: The Ministry of Education and Training TTT: Teacher Talking Time STT: Student Talking Time LIST OF TABLES Table 1: Topics in Tieng Anh 11 Table 2: Distribution of speaking activities in Tieng Anh 11 Table 3: Student talking time and teacher talking time in control and experimental groups Table 4: The reasons why students want to learn English Table 5: Students’ learning styles in both groups Table 6: Students’ participation in speaking lessons Table 7: Factors prevent students from participating in speaking in the class Table 8: Students’opinions towards English speaking skills in the textbook Tieng Anh 11 Table 9: Students’ opinion about the way their teachers teach speaking Table 10: Students’evaluation on their teacher’s adaptation Table 11: Students’evaluation towards their current speaking lessons Table 12: Results of observations in control group at the end of the experiment Table 13: Result of observation of adaptation in experimental group at the end of the experiment Table 14 : Results of experimental group’s participation Table 15: Comparison of Teacher Talking Time and Student Talking Time in the two classes before and at the end of experiment 10 PART I: INTRODUCTION 1.1.Statement of the problem and rationale for the study: Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world In Vietnam, it has become the most popular foreign language in the country and a compulsory subject at school and colleges In order to improve Vietnamese learners‟ competence to meet the demand of globalization the Ministry of Education and Training (MOET) has also conducted several projects on the reform of teaching methodology at upper- secondary schools Especially, in 2006, 2007 and 2008 the introduction of new English 10,11,12 textbook to school curriculum marks a dramatic change in the way English is taught Four skills, namely, speaking, listening, reading, and writing have been put in priority and intergrated in the textbook alongside with linguistic elements such as grammar,vocabulary and pronunciation At the same time, the adoption of learner-centered approach, communicative approach, and task-based teaching are emphasized and extensively employed Although the books have shown a great deal of improvement as compared with the old series of grammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within Vietnam After school years teaching new Tieng Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook Some are too difficult for students, some are not real communicative, some are too long …… All these reasons greatly contribute to the demotivation of students from participating in the lessons at Dan Phuong school In this case, it is necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners In order to this, teachers need to evaluate every unit to see what the problems are, and then, try to think about ways to adapt it There are many things that teachers can to improve the unit such as looking for interesting extra materials from different sources, changing the procedure of the unit, designing activities which can motivate learners, etc 11 The above mentioned reasons have inspired the writer to conduct a research titled “Adapting speaking activities in Tieng Anh 11 to improve students’ participation at Dan Phuong Upper-secondary school.” 1.2.Aims of the study: Firstly, the present study aims at investigating the reasons why teachers at Dan Phuong upper-secondary should adapt speaking activities in Tieng Anh 11 from both teachers and students viewpoints Secondly, it determines the effect of the adapted activites in inducing students‟participation in speaking lessons at Dan Phuong upper-secondary school Basing on the findings, some implications and suggestions will finally be proposed by the researcher 1.3 Research questions: Why should teachers adapt speaking activities in Tieng Anh 11? Do the adapted activites increase student students’participation in speaking class at Dan Phuong upper-secondary school? 1.4 Scope of the study: There is a variety of aspects affecting students‟ participation in class activities so there exists a numerous methods to improve students‟involvement However, it is not my attention to cover all of them because of time and length constraint of the study, Adaptation of speaking activities in Tieng Anh 11 is focused on and tested in classes at Dan Phuong upper-secondary school As the result, the samples of the study were restricted to teachers and 88 students at 11 form at Dan Phuong upper-secondary school 1.5 Methods of the study: This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students‟ participation at Dan Phuong upper-secondary school The study attempts to find out whether the adapted activities can improve students participation or not Data were collected by means of textbook analysis, interviews, questionnaires, and observations and experiment Concerning interviews, teachers who have ever taught Tieng Anh 11 were involved in the study Survey questionaires were conducted among 88 students from two classes at the target school In order to raise the reliability of the data collected class observations were employed before and after experiment 12 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ participation: 1.1.1 Students’ participation: There are several views on student participation Howard, Short, & Clark stated that participation is the student‟s active engagement in the classroom to promote effective learning (Howard, Short, & Clark, 1996) The student‟s activities may include reciting in class, having conversations with the instructor or their classmates, doing written outputs, and sharing ideas with others (Howard, Short, & Clark, 1996; Howard & Henney, 1998) It means a participative learner is one that is not passive As Fraser (1982) defines student participation as the extent to which students are encouraged to participate rather than be passive listeners Similarly, Sylvelyn, Judith & Paulin (2009) define participation as students who actively engage in classroom discussions, rather than be passive learners who simply take in knowledge They affirm that in a classroom-based learning, participation can be a positive feedback given by students to either the lesson or the teacher which can lead to possible ways in the development of an improved classroom learning experience Teachers of large classes have found that students‟participation can be identified in terms of three kinds of interaction: students to their teacher, students to students and students to material The interaction between students themselves is established when they are working in groups The kind of interaction between students and material can be understood as students‟ success in completing assigned reading activities In term of the interaction between students to their teacher, students who maintain good interaction with their teacher always participate in the class discussion They become involved in what is happening in the classroom by asking more question, share personal ideas, opinion and experience with their classmates Thus, participation can be understood in more ways than just come to class on time, take notes what teachers say and write down on the blackboard, and stay in the class all the time and get to know the teacher Students who are active and attentive that means they work on the problem with the teacher during the class, laugh at jokes, respond to the teacher‟s questions, often show great desire to learn and become good students 13 1.1.2 Factors affecting students’participation: Students‟participation in classroom speaking activities can be affected by a variety of factors originating from students, teachers and classroom activities and other classroomrelated factors In the following sections, some of the major factors will be discussed 1.1.2.1 Student factors: 1.1.2.1.1 Students’ learning style: Willing (1985, cited in Nunan 1988:93) classified learners‟ styles into four groups: Concrete learners: They preferred learning by games, films and videos talking in pairs and learning though the use of cassettles Analytical learners: These learners liked studying grammar, studying English book, finding their own mistakes and learning through reading newspapers Communicative learners: They liked to learn by observing and listening to native speakers, talking to friends in English and learning English whenever possible Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to read, studying grammar, and learning English words by seeing them Harmer (2001) emphasizes the importance of understanding that there are different individuals in our class if we are to plan appropriate kinds of activities for them Different individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher We can see that if the teacher neglects these differences among students, only one or two groups of students can benefit from the activities organized by the teacher while others not This is one reason for the fact that when one activity is in progress, not all students participate in actively 1.1.2.1.2 Students’attitudes and motivation: Attitude and motivation are considered key factors leading to students‟success in learning second language Motivation refers to the combination of effort plus desire to achieve the good of learning the langange plus favorable attitudes toward learning the language That is, motivation to learn a second language is seen as refering to the extent to which the individual work or strives to learn the language because of a desire to so and the satisfaction experienced in this activity 49 friendliness and supportiveness, the teacher could activate the students in speaking class to interact more with other students and teacher The teacher talking time reduced and the students talking time increased 1.2 Limitations of the study: The study bears some limitations: First, the use of intact groups rather than randomly selected students makes it hard for the researcher to control the extraneous variable that may threaten the reliability and internal validity of the research The levels of students‟participation gained after the experiment may be partly affected by other factors like the atmosphere of the class, teachers‟ attitude and teaching techniques, gender or ability and level of interest in learning English However, in school context the researcher can not help employ intact groups Moreover, to some extent the intactness is of some benefit as it enables the researcher to conduct her experiment under the conditions which very similar to her teaching context Hence, the quasi-experimental design remains valid with the number of sample of 88 students Second, the research has not cover all forms of adaptation Modification, omission and reduction are some ones applied in this minor thesis 1.3 Suggestions for further study: With the mentioned limitations, further study may include the other forms of adaptation as adding, replacing or rewriting to vary the extra speaking activities And a similar experimental study might be conducted with bigger scope of subjects at other school to get a comprehensive evaluation of the current speaking activities in Tieng Anh 11 and suggest various adaptations Another suggestion rises for adaptation of activities in other skills such as reading, speaking especially in listening skill in Tieng Anh 11 1.4 Implications: As shown in this study the application of adapted activities can be effective in improving students‟ participation in English speaking class In the section below, I would like to give a description of some speaking activities used appropriately in adapations in the three lessons for this research and and propose a number of other types of speaking activities that can be used in adaptation process to promote students‟ participation in speaking class The researcher believes that these activities will create a communicative 50 and exciting learning environment where students will be motivated to involve in speaking activities in English class 1.4.1 Information gap: Each students has limited information which the other needs They must ask each other questions to get the information To be more communicative, the answers should have some degree of ambiguity that needs to be clearned up with more questions Information gaps can be done with street maps, telling time and events, daily schedule, job interview, spelling, etc Look for those that encourage interactive questioning rather than mere reporting of easy information Make sure that the students not show each other their worksheets to give away the answers 1.4.2 Problem-solving: This works best with small group Present a problem and give groups some time ti discuss the best approaches or solutions and come to agreement on a course of action The problem should require a decision with pros and cons and necessitate creative collaborative effort It can be something like deciding upon seven items to take along for a week in the wilderness, or choosing between living in a model hotel in the city or in a cottage by a mountain stream Press learners to explain why tey choose their answers 1.4.3 Role play: Role plays are for more communicative than pre-written dialogues, but they are often challenging and may be too difficult for students with low level of proficiency or shy students because they must come up with their own language to fit a particular situation To make a role- play less intimidating, students may be allowed 5-10 minutes to think it first Teachers may allow students to write down their scripts, which is oftens necessary at lower levels 1.4.4 Re-written dialogues: The textbook includes sample dialogues They can be useful to break the ice with shy learners, but they are not truly communicative because no original language is produced Use them to practice self-confidence or to illustrate a grammatical pattern Make them more communicative by selectively choosing words or phrases which can be blanked out and requiring students to substitute their own ideas in the blanks Having learners memorize the dialogues can help them gain the confidence to try role plays 51 1.4.5 Games: Students always want to play games Speaking activities become more interesting when they are designed in form of games There are several games we can use as as: Find someone who… Create a list of characteristics such as “likes swimming”, “has two children” or “can speak French” There should be 5-10 items, and you can relate them to your lesson if you wish Then let the students mingle and get other learners who fit the description Scavenger Hunt: Divide the class into teams and hand out a list of items to be collected ( apenny, a book, a stick of gum) Define the searching range (classroom, house, campus) The first team to return with all the items wins a prize 1.4.6 Pair interview: Pairs interview each other, using specified questions for intermediates and open format for advanced students Then they take turns to introduce their partner to the whole class In sum, the present research has established the validity of the adaptation of textbook activities as an effective teaching technique to motivate the eleven-grade students at Dan Phuong upper-secondary school to participate in speaking activities in their English classes The results of the study suggest the necessity of evaluating and adapting textbook activities to make them more interesting and suitable to different students It also suggests the possibility that the adaptation of activities may also yield success in motivating other grade levels of students in upper-secondary school The researcher‟s final observation is that the effectiveness of the aplication of adapted activities to improve students‟ participation in English speaking class may only be achieved fully as the teachers brings to the class a well-prepared and creative lesson plan and presents it with enthusiasm 52 APPENDICES APPENDIX PHIẾU ĐIỀU TRA NGHIÊN CỨU ( Dành cho học sinh) Các em học sinh thân mến, Phiếu khảo sát nhằm mục đích thực đề tài nghiên cứu khoa học liên quan đến “Điều chỉnh số hoạt động nói sách Tiếng Anh 11 nhằm tăng cường tham gia học sinh” Để thực tốt đề tài nghiên cứu này, mong hợp tác em Xin em vui lòng trả lời câu hỏi sau Xin chân thành cảm ơn! Em học sinh lớp:……………………… 1.Giới tính em: a nam b nữ 2.Em sống ở: a nông thôn b thị trấn Em học tiếng Anh được: …………….năm 4.Điểm trung bình học kỳ lớp 11 mơn Tiếng Anh em là:…………… Lý học tiếng Anh em: a Vì tiếng anh mơn học bắt buộc trường b Để lấy điểm cao c Để nghe hát hát tiếng anh, đọc sách báo tiếng anh, xem phim tiếng anh d Để du học sau e Để kiếm cơng việc tốt tương lai f Vì thích ngơn ngữ, người văn hóa Anh Em thuộc nhóm người đây: a Em thích tiếng anh thơng qua trị chơi, xem ảnh xem phim nghe đài tham gia hoạt động theo cặp thực hành tiếng anh bên ngồi lớp học b Em thích học tiếng anh cách tự học, đọc sách tự tìm lỗi thân làm tập thầy giáo giao cho 53 c Em thích học tiếng anh cách trao đổi với bạn bè, học sử dụng tình ngồi lớp học, học từ cách nghe từ học từ cách nói chuyện d Em thích thầy giảng giải thứ, ghi chép thứ vào vở, học theo sách giáo khoa, thích học ngữ pháp 7.Em đánh giá mức độ tham gia em nói tiếng anh lớp? a Em thích nói tiếng anh nên thường xun tham gia b Thỉnh thoảng em tham gia có hoạt động dễ nói, hợp sở thích c Em ngại nói tiếng anh lớp nên em tham gia d Em khơng nói , trừ bị thầy (cơ) định Điều khiến em ngại nói lớp? a Em xấu hổ nói sai b Các hoạt động sách giáo khoa khó so với khẳ c Các hoạt động nói khơng đa dạng d Em khơng thích giáo viên em không muốn hợp tác e Em không quen nói tiếng Anh lớp Theo em chủ đề nói sách giáo khoa có gần gũi với thực tế sống bạn không? a Rất gần gũi b.Một số chủ đề gần gũi , số khơng c Ít gần gũi d Khơng gần gũi chút 10 Theo em, hoạt động nói sách Tiếng Anh 11 có thú vị khơng? a Rất thú vị b Không thú vị c Kém thú vị d Tẻ nhạt 11 Giáo viên em thường dạy nói nào? a Thầy (cơ) thường dạy ngun xi theo sách giáo khoa b Thầy (cô) thường xuyên thay đổi, điều chỉnh hoạt động sách giáo khoa c Thỉnh thoảng thầy (cơ) có thay đổi vài hoạt động d Thầy cô thường bỏ hoạt động sách giáo khoa đi, thay hoạt động bên ngồi 54 12 Nếu thầy (cơ) bạn có thay đổi, điều chỉnh hoạt động sách giáo khoa, ý kiến bạn cách mà thầy cô bạn làm? a Em thích cách thầy giáo thay đổi, thầy làm cho hoạt động trở nên dễ hơn, ý nghĩa, thú vị mà mang tính giao tiếp cao với chúng em b Em khơng thích thầy (cơ) thay đổi sách giáo khoa 13 Em đánh giá học nói nay: a Rất buồn tẻ hầu hết học sinh khơng tham gia nói b Rất thú vị, học sinh thực hành nói nhiều c Bình thường Chân thành cảm ơn! 55 Appendix 2: TEACHER INTERVIEW Interview questions: How you evaluate speaking activities or speaking skill in term of variety, difficult level and communicative nature? Do you satisfy with your students’participation in speaking classes? How many percent of students actively involve in speaking activities? Do you usually follow activities in the textbook or adapt them? Can you name some ways of adapting textbook? According to you what are the factors affecting students’participation in speaking lessons? What have you done to increase your students’ involvement? 56 APPENDIX 3: EXPERIMENTAL LESSON ( Sample lesson plan) Unit 12: The Asian Games- Part B Speaking A Objective of the lesson: By the end of the lesson, students will be able to use the required language to ask and answer about the Asian Games and sports B Time: 45 minutes C.Targeting students: Grade 11 students at Dan Phuong upper-secondary school whose levels of English are pre-intermediate D Teaching aids: Handout , pictures, blackboard, textbook 11 E Procedure: Time Steps Work arrangement 10’ Lead- in: - Students are divided into groups of or - Teacher hands out one to each group In 5minute time, students have to put right names of sports in pictures - Which group has the right answers in the shortest time will be the winners Groupwork 57 HAND-OUT: - Teacher sticks the quickest answer on the board and check with the whole class Suggested answers: 1.wushu 2.bodybuilding 3.karatedo 4.billiards 5.weightlifting 6.high jumping 7.shooting 8.women 9.women sepak karatedo takraw Task 1: 17’ T prepares two sets of cards like below and Pair work makes enough copies for his/her class Card A: 58 Games Host No Year Number of country Number of sports countries India 11 1954 1958 13 1966 14 18 Iran Thailand 1974 25 33 10 1986 China 21 27 1990 12 13 20 Indonesia 11 42 Thailand 34 41 14 2002 15 44 2006 39 Card B: Games Host No Year Number of country Number of sports countries 1951 Philippines Japan 18 13 1958 Thailand 20 18 59 Thailand 1970 13 25 1978 India 10 19 Korea 1982 25 11 12 37 Japan 13 Qatar 36 Korea 15 27 1994 1998 14 16 38 45 - T tells students to close their textbooks - T pairs students up and give them either an A or B information gap sheet - T brings a student to the front and models the conversation in “Getting information” - Example: A: When were the 1st Asian Games held? B: In 1951 B Where were it held? A: In India A: How many sports were there at the Games? B: B: How many countries took part in the Games? A: 11 -Teacher might want to elicit more structures 60 E.g.: + When did the 1st Asian Games take place? + Where did the 1st Asian Games take place? + How many countries participated in the Games? + How many sports were played at the Games? - T asks students to work in pairs and make conversations about the Asian Games and fill in the missing information in their sheets - T calls one or two pairs to report their list - T feedbacks Task 2: Group work 17’ - T prepares four different cards like the below Card A Viet nam took part in the 14th Asian Games in Busan, Korea in 2002 with 125 athletes and 65 officials Vietnam won 18 medals in all and ranked 15th Card B In bodybuilding, Ly Duc won a gold medal and 61 Pham Van Mach won a bronze medal In billiards, Tran Dinh Hoa won a gold medal and Duong Hoang Anh a silver one.” Card C The two gold medals and one bronze medal in Karatedo belonged to Vu Kim Anh, Nguyen Trong Bao Ngoc and Pham Tran Nguyen respectively Card D Nguyen Manh Truong won a bronze medal in shooting Nguyen Ngoc Oanh and Nguyen Thi My Duc won a silver and a bronze medal in wushu respectively - T puts students in groups of 4, asking them to play the role of a group TV reporters report about Vietnamese’s performance and achievements at the 14 th Asian Games Each student reports his or her information in his or her card to the others and at the same time they have to fill in the information gap list below: MEDALS WON BY VIETNAM ( at 14th Asian Games held in Busan, Korea) Sports Gold Silver Bronze 62 medals medals medals and the and the and the winners winners winners Bodybuilding Billiards Karatedo Shooting Wushu - T emphasises that their report should firstly include some brief information about the 14th Asian Games ( where and when was it held? How many countries took part in? ) then their report should tell what sport Vietnam competed in ans what medals it obtained in each sport and the winners - T goes around to help - After 10 minutes T calls on the representative of each group to come to the front and report the work The other group listen and give feedback Homework: Write a paragragh about the sports results of the Vietnamese at 15th Asian Games 63 1’ ... GRADUATE ********************* PHÙNG THỊ HOA MƠ PHÙNG THỊ HOA MƠ ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 TO TO IMPROVE STUDENTS’ PARTICIPATION IMPROVE. .. STUDENTS’ PARTICIPATION AT DAN PHUONG UPPER- SECONDARY SCHOOL AT DAN PHUONG UPPER- SECONDARY SCHOOL (ĐIỀU CHỈNH MỘT SỐ HOẠT ĐỘNG NÓI TRONG SÁCH TIẾNG ANH 11 NHẰM TĂNG CƯỜNG SỰ THAM GIA CỦA HỌC SINH... relevant at all 1% In your opinion, are speaking activities in the textbook interesting? a very interesting 10% b not very interesting 58% c little interesting 23% d boring 9% Topics in Tieng Anh 11