INTRODUCTION
Rational
In today's global village, English has emerged as the common language essential for success, whether for work, travel, or personal growth Mastering English opens doors to numerous opportunities, making its teaching and learning crucial However, many Vietnamese students, particularly first-year non-major English learners, face significant challenges in developing their speaking skills They often struggle with confusion due to a lack of professional knowledge, confidence, and effective learning methods Additionally, a passive learning environment filled with monotonous lessons and limited engaging activities hinders their ability to practice and improve This combination of factors contributes to their ineffective results in learning English, especially in speaking proficiency.
This article presents a study aimed at enhancing English speaking skills among first-year non-major students at Hai Phong Private University It emphasizes the importance of incorporating extra-curricular activities as an effective method for improving English proficiency The research is titled “How to Improve English Speaking Skills Through Extra Activities” and seeks to provide valuable insights and strategies for better English learning outcomes in the near future.
Aims of the study and the scope of the study
This study aims to enhance the speaking skills of first-year English non-major students at Hai Phong Private University through supplementary activities It seeks to equip students with foundational speaking knowledge necessary for meeting the higher expectations in subsequent grades.
- Cover background knowledge of speaking
- Find out reality of teaching and learning English at HaiPhongPrivate University
Discover effective techniques for teaching speaking lessons that engage students and make learning enjoyable By incorporating fun and interesting activities, students will not only feel motivated but also enhance their speaking skills This article will provide valuable extra activities designed to improve speaking abilities while keeping the lessons lively and entertaining.
This paper is not solely intended for English non-major students at Hai Phong Private University; rather, its fundamental concepts and findings are applicable to a wide range of English learners.
2.2 The scope of the study
This study aims to explore effective techniques for improving English speaking skills, specifically through extracurricular activities for first-year non-major English students at Hai Phong Private University Given the limited personal experience and the extensive resources available, the focus will be on identifying practical methods to enhance language proficiency.
I hope that this study is a good reference material for the English non major as well as all students who wish to get the higher speaking skill
To finish this study, I myself carry out some following methods
- Researching on reference books and websites
- Attending English speaking periods at English non- major classes at Hai Phong Private University
An interview and survey were conducted with first-year non-major English students at Hai Phong Private University to assess their perceptions, attitudes, and the challenges they face in developing their English speaking skills The findings aim to provide insights into their experiences and obstacles in language practice.
- Basing on my personal experience from my under graduating time in the university through speaking skil at class
A well-structured table of contents with page numbers offers readers a clear overview of the research proposal, facilitating quick and easy navigation to specific sections The study is divided into three main parts: Part I includes the introduction, literature review, aims, scope, methods, and study design.
Part II: The development are three chapters:
- The first chapter is Literature Review which provides readers the overview of speaking skill through the extra- activities
The second chapter focuses on the Survey Questionnaire designed for first-year English non-major students It presents an analysis of the findings derived from student surveys and evaluations, along with insights gained from interviews with teachers This chapter aims to discuss the essential information gathered and to explore the implications of the survey results.
The third chapter presents effective techniques for teaching and practicing English speaking skills tailored for first-year non-major students Part III serves as the conclusion, summarizing all the information discussed throughout the article.
Design of the study
A well-structured table of contents with page numbers provides readers with a clear overview of the research proposal, enabling them to easily and quickly locate specific sections The study is divided into three main parts: Part I includes the introduction, literature review, aims, scope, methods, and the overall design of the study.
Part II: The development are three chapters:
- The first chapter is Literature Review which provides readers the overview of speaking skill through the extra- activities
The second chapter focuses on the Survey Questionnaire designed for first-year English non-major students It presents an analysis of the data gathered from the questionnaires, evaluations from students, and interviews with teachers to extract essential information This chapter also discusses the findings derived from the survey, providing insights into the students' experiences and perspectives.
The third chapter presents effective techniques for teaching and practicing English speaking skills specifically tailored for first-year non-major students Part III serves as a conclusion, summarizing the key information discussed throughout the article.
DEVELOPMENT
what is speaking?
The term "speaking" can vary in meaning among different people, leading to confusion, especially for first-year English non-major students who often find speaking a foreign language more challenging than reading or writing A common issue is that learners struggle to express their thoughts and ideas verbally, creating a vicious cycle where fear of making mistakes hinders practice and improvement Many beginners lack a clear understanding of what speaking entails; they often view it merely as the act of vocalizing words and ideas without focusing on accuracy To address this, it is essential to establish a common understanding of "speaking." According to the Oxford Pocket Dictionary of Current English (2009), speaking involves conveying information and expressing thoughts and feelings through spoken language, highlighting the importance of accuracy and perspective in communication.
In David Scheter's 1999 book "Developing Speaking Skills," speaking is defined as the act of uttering words or articulating sounds to express thoughts, even when physical limitations may hinder one's ability to speak Similarly, the 2007 edition of "Collins Cobuild English for Advanced Learners" provides a comprehensive definition of speaking, emphasizing its role in communication and expression.
Speaking is the activitiey of giving speechs and talks, to indicate the opinion you are giving”
Speaking is a productive skill in the oral mode that goes beyond mere word pronunciation It is a complex ability that encompasses various components, making it more intricate than it initially appears.
The purpose of speaking
Speaking is a crucial aspect of language learning that enhances communication skills, and students often find it enjoyable Engaging in speaking activities not only fosters a positive classroom atmosphere and strengthens group dynamics but also helps build rapport between students and teachers Additionally, these activities serve as an effective means to assess students' strengths and weaknesses in language proficiency.
Learning English as a foreign language can be challenging, especially when it comes to replicating what teachers say To enhance oral skills, students should engage in speaking activities that have genuine motivation and purpose When these activities are goal-oriented, they become more rewarding, engaging, and motivating for learners.
3 Major types of extra- activities
To enhance speaking skills, students can engage in various extra activities, each with unique characteristics and applications Understanding these types allows for effective utilization Based on extensive research from books and online resources, this article focuses on extra activities tailored for first-year non-major English students Two particularly beneficial and easy-to-practice activities are language games and storytelling, which can significantly aid in developing speaking proficiency.
3.1.1 The definition of “ language games”
Mastering the ability to communicate fluently in a foreign language is essential for any language learner Research indicates that many English learners, particularly those not majoring in the subject, struggle to enhance their speaking skills due to their reliance on their native language in everyday life Language games are believed to positively impact students by providing an enjoyable learning experience that aids in developing their speaking abilities But what exactly are language games?
The concept of "language games," as introduced by Wittgenstein (cited in Shawver), pertains to the foundational models of primitive languages designed to elucidate the mechanics of language These language games, often utilized by children, serve not only as engaging activities but also as valuable educational tools that facilitate English language learning.
McCabe (1992) describes language games as spoken routines involving two or more participants, designed for repeated practice This repetition enhances children's communication skills, as engaging in language games fosters both language development and cognitive growth.
Language games not only offer supportive activities that motivate students to engage and communicate, but they also provide valuable opportunities for meaningful language acquisition.
Inshort, it can be said that, language games are able to help students use and practise the target language in a relaxed way
3.1.2 The purpose of language games
Language games serve as an effective teaching technique that enhances joyful learning and fosters student engagement These games positively impact students' interest and motivation in studying English, while also significantly improving their speaking skills.
Steinberg (as cited in Arifin, 2003) highlights that games serve as an effective tool for achieving various educational objectives, including reinforcement, review, rewards, relaxation, inhibition, reduction, attentiveness, retention, and motivation.
3.2.1The definition of “Story Telling”
Storytelling is an ancient art that involves sharing personal or traditional narratives through the essence of their cultural origins This oral tradition fosters a shared experience between the storyteller and the audience, providing students with rich language experiences As defined by Wikipedia, storytelling conveys events using words, images, and sounds, often enhanced by improvisation or embellishment.
Storytelling is a narrative style where a storyteller conveys a narrative to one or more listeners, primarily using verbal communication This technique allows for the sharing of experiences, emotions, and ideas, engaging the audience through compelling narratives.
Storytelling is defined by the National Storytelling Association as the art of using language, vocalization, and physical movement to convey the elements and imagery of a story to a live audience A unique aspect of storytelling is its dependence on the audience to create specific visual imagery and details, allowing them to co-create the narrative.
Inconclusion, story telling also is an interactive performance art form, is a process, a medium for sharing, interpreting, offering the content and meaning of a story to an audience
3.2.2 The purpose of using storytelling
Storytelling is a delightful activity that benefits both storytellers and listeners, making it valuable at every grade level Teachers should demonstrate storytelling techniques to guide students effectively Additionally, students should have the chance to listen to Native Elders and other skilled storytellers, who not only provide enjoyment but also serve as inspiring role models for their own storytelling journeys.
Storytelling can be a nurturing way to remind children that their spoken words are powerful, that listening is important, and that clear communication between people is an art
4.The importance of using extra- activities
Enhancing speaking skills through extracurricular activities can unlock numerous opportunities for students, particularly first-year non-English majors These activities not only foster personal development but also positively impact students' social behavior, allowing them to expand their horizons and conquer new challenges.
4.1.using extra- activities improve the personal development
Extracurricular activities play a vital role in helping first-year English non-major students recognize their self-worth By participating in these activities, students experience personal satisfaction, which boosts their confidence and enhances their overall educational journey.
The importance of using extra- activities
Enhancing speaking skills through extracurricular activities can unlock numerous opportunities and help students, particularly first-year non-English majors, expand their horizons This personal development not only fosters individual growth but also positively impacts their social behavior.
4.1.using extra- activities improve the personal development
Extracurricular activities play a crucial role in helping first-year non-major English students recognize their self-worth By participating in these activities, students experience personal satisfaction that enhances their overall confidence and sense of achievement.
Extracurricular activities play a crucial role in building students' confidence in their speaking skills and strategies By starting small, these activities prepare students for future professional environments, alleviating the pressure associated with presentations and idea sharing They also help reduce anxiety while increasing interest and excitement in practicing English speaking skills Moreover, extracurricular activities provide shy students with valuable opportunities to express their opinions and feelings.
4.2.Extra- activities influence the social bahaviour
Extracurricular activities play a crucial role in fostering solidarity and understanding among group members, enhancing their effectiveness when participants interact, encourage, and support one another These activities significantly influence students' social behavior, improving classroom atmosphere and group dynamics while building rapport between students and teachers Additionally, they serve as valuable indicators of students' strengths and weaknesses.
A study on learning and teaching speaking skill for the first year English non- major students at Hai Phong Private University
The survey questionaire
The survey was completed by the contribution of 50 first year studenst from different class at Hai Phong Private University
In May 2009, a study was conducted focusing on learner-centered approaches across various subjects as first-year students prepared for their examinations Teachers aimed to motivate students to study in advance and enhance their English speaking skills through diverse extracurricular activities These activities provided opportunities for both students and teachers to assess students' speaking abilities, enabling the development of new methods to further improve their English speaking skills.
A study involving the top 50 English non-major students at HPU revealed that all participants successfully passed the entrance examination Among them, 10% achieved excellent scores (mark 9), 25% received very good results (mark 8), and 20% were categorized as good (mark 7), while 45% scored below expectations (mark 5-6).
The purpose of the questionaire
The survey plays a crucial role in this assignment as it gathers essential data regarding the speaking skills of first-year non-major English students at Hai Phong Private University Its primary objective is to explore students' attitudes and expectations towards learning English speaking skills through extracurricular activities.
3.1 The design of the survey questionaire
The survey questionnaire consists of 11 questions in English, numbered from 1 to 11, each offering 3 or 4 options for respondents to select multiple answers It is divided into three sections, with the first section (questions 1 to 5) concentrating on students' interest in learning English and their perceptions of the four language skills, providing choices labeled A to D for each question.
The second section of the article includes questions 6, 7, and 8, which explore students' attitudes towards the English teaching methods employed at Hai Phong Private University In the third section, questions 9, 10, and 11 focus on effective techniques for teaching speaking lessons in the classroom, highlighting students' insights on best practices for enhancing their speaking skills.
This survey identifies effective methods for learning and practicing English speaking skills, serving as the foundation for my study titled “Improving Speaking Skills Through Extra-Curricular Activities for First-Year English Non-Major Students.”
Following the implementation of the survey, the gathered statistics were compiled and presented across nine bar charts Each chart illustrates the percentage of students selecting their most suitable answers for each question The data is clearly visible in the charts, with accompanying explanations provided on the right side of each chart.
Question 1: Do you like learning English?
Question 2:how long have you been learning English?
A; Five years B; More than five years
Question 3: which skill do you like most in four skill?
Question 4: which skills is the most diffiucult?
Question 5: what do you think about the speaking lesson?
Question 6: Do you feel excited about the current method?
Question 7: Do you want to have a new creative English teaching method?”
Question 8: “Do you do the task in speaking lesson at home in advance?”
Question 9: studying Englishspeaking through extra- activities is an effective way,create a pleasant atmosphere in class?
Question 10: Learning English through funny extra- activities is a good way for students to work in group?
Question 11: How often do your teacher hold the extra- activities in teaching speaking?
3.2.1 Students’ interest in learning English
Question 1: Do you like learning English?
The chart above show us the difference between students in the interest of learning English It is realized that the number of students who choose A , B, C,
The chart indicates that the number of students choosing option E significantly surpasses those selecting A, C, and D, with E being over five times more popular than A, six times more than C, and nearly 3.5 times more than D This trend highlights students' recognition of the importance and appeal of the English language English serves as a global lingua franca, utilized across various fields due to societal advancements Consequently, improving English proficiency opens up more opportunities, reinforcing the idea that better English leads to a better life.
A significant portion of students, comprising 26%, express a dislike or hatred for learning English, with 16% stating they do not like it and 10% admitting to hating it This indicates that one in four students lacks engagement in English studies When asked about their aversion, many students cited the subject's difficulty and unfamiliarity, particularly when faced with challenging exercises that they cannot seek help for from their parents, leading to poor grades This results in not only a dislike but also a fear of the language Therefore, it is essential to explore strategies to foster a genuine interest in learning English.
C: normal D : D o n ot li k e C : n or m al
To enhance English language learning and engage students, it's essential to make the learning process interesting and effective By addressing the challenges students face, we can significantly improve their ability to learn English, fostering a more enjoyable and productive educational experience.
Approximately 9% of students feel indifferent towards learning English, viewing it merely as another subject rather than something special This small percentage highlights a lack of enthusiasm and engagement in the English language among certain learners.
Question 2:how long have you been learning English
The chart show us that 62% of participants answered they have been learning
After five years of studying English, many students (26%) acknowledge that their learning duration is even less This extended period highlights the significance of English as a crucial skill, reflecting widespread concern among learners As a captivating subject, English draws the interest of numerous students and is a mandatory part of the curriculum from primary school through university Consequently, students recognize the importance of mastering the language.
English is really important and necessary for their future jobs They may use
English to do work as an interpreter or an translator This requires a certain
B: m or e th an fi ve ye ar s
C: less than five ye ar s C: les s th an fiv e ye ar s
Question 3: which skill do you like most in four skill
The chart illustrates students' preferences for various English skills, revealing that the number of students who enjoy speaking is almost equal to those who prefer reading In contrast, the number of students who favor speaking is more than three times greater than those who like listening.
2.3 times as much as the rate of students who like writing And only small amount of the students ( 10%) like all four skills These statistics show us that the number of students who like speaking is the highest This means that speaking lesson attract students much
Question 4: which skills is the most diffiucult?
The chart 4 gives us the answer for the fourth question: “ which skill do you think is the most difficult?” It is very surprising to know that 27%studenst think
Speaking is the most difficult skill In cmparision with the amount in the chart
3, students like speaking skill most, but they think Speakingis also the most
B: reading C: lis te ni n g B: reading C:
Many students find speaking to be the most challenging skill to master In interviews, they expressed that the various types of speaking can be overwhelming, leaving them unsure of what to say and how to practice effectively Even when they grasp the topic, articulating their ideas and opinions accurately remains a struggle.
Question 5: what do you think about the speaking lesson?
Some suggested techniques to study English speaking skill
Suggested activities for teaching and studying English speaking skill
3.1.1The effective/ advantages of language games
Language games offer numerous benefits, including reducing students' anxiety when using the target language They are highly motivating and entertaining, providing shy students with more opportunities to express their opinions and feelings.
Zdybiewska (as cited in Uberman, 2002) emphasizes that games serve as an effective tool for children to practice the target language they are learning, as they offer a realistic model of language use that learners can apply in real-life situations.
Kim ( as citied in Uberman 03) presents six advantages of using the language games in the classroom, which are:
+) games are motivating and challenging
+) games are a welcome break from the usual routine of the language class
+) games help the student to make and sustain the effort of learning
+) games provode language practise in the various and intergrated language skills
+) games encourage students to intercat and communicate to each others
+) games create a meaningful context for language that is being learned by the students
Mei and Yujing (2003) support Kim's view that playing games allows students to acquire English in a natural manner, similar to how children learn their mother tongue, often without realizing they are studying.
In conclusion, games facilitate a relaxed environment for students to practice the target language, enhancing their learning experience They serve as a highly motivating tool due to their engaging and enjoyable nature Additionally, games provide opportunities to develop various language skills and foster effective communication, aligning perfectly with the objectives of improving speaking proficiency.
3.1.2 Introduce six suggested activities of using language game.
The “ Twenty second” game
"Twenty Second" is a guessing game where one person knows a secret, and the others must discover what it is This engaging game serves as an effective teaching tool, fostering genuine communication and making language practice enjoyable and exciting.
Students are divided into two teams for a fun guessing game One team thinks of an object and categorizes it as an animal, vegetable, mineral, or a combination of these The opposing team must then deduce the object by asking yes or no questions, such as "Can you use it in the kitchen?" The team that knows the object can respond with either a complete answer or a simple "yes" or "no." This engaging activity encourages critical thinking and teamwork among students.
In this game, Team B earns points by identifying an object within twenty questions The teacher should establish a point system, awarding 20 points for correct answers within five questions, 15 points for answers within ten questions, and decreasing points for subsequent attempts.
"Where are My Glasses?" is a type of picture game where images play a crucial role in facilitating gameplay These pictures serve as prompts for responding to questions and can also aid in substitution through structured practice.
1 the teacher copies the set of pictures for each group
2 teacher devides the students into group of three or four
3 teacher gives out the pictures
4 teacher tells the students that they belong to a very untidy family, and are always losing things The pictures consits of the large and small pictures The large shows the picture of their family living room and small pictures shows thing that they have lost teacher then asks each player of the group to find out from other where these things are and draw them in his/ jer picture One player should begin by asking
In this engaging game, players take turns asking, "Where is/are my ?" followed by the name of a lost object If the responding player answers correctly, they earn points and continue with the next turn This interactive format not only encourages quick thinking but also enhances communication skills among participants.
The Word search game
This game enables students to enhance their vocabulary, which in turn improves their speaking skills A robust vocabulary allows them to communicate in English more effectively, accurately, and with greater speed.
The Matching game
In this activity, pupils will try to macht the pictures and the suitalble words The teachers present words by using objects.
The Hangman game
For example: you can ask your pupils the question:
The solution to this crossword is:
3.2.1.The advantages of using storytelling
Storytelling offers numerous benefits for students, enabling them to grasp essential elements such as story beginnings, endings, settings, characters, and plot lines It encourages the practice of articulating ideas in coherent thought units with vibrant and descriptive language, while also fostering the development of ideas in a logical sequence and the selection of impactful action words.
Storytelling enhances students' ability to experiment with voice, tone, eye contact, gestures, and facial expressions, while also providing techniques to maintain audience engagement It fosters reading motivation and improves listening comprehension, ultimately serving as a pathway to story writing.
Storytelling enhances students' imagination, enabling them to explore innovative ideas This imaginative development boosts self-confidence and personal motivation, allowing students to see themselves as capable of achieving their aspirations and dreams.
Storytelling serves as an effective tool for instilling positive personal values in young people by illustrating imaginative scenarios that reveal the consequences of both wise and unwise choices.
Related to the statement, the website:
“ http://practicalaction org./practicalanswer/product_info.php” has named 5 advantages of using story telling They are:
+) stories can be devised to suit local situation, such as particular problem facing the community
+) stories can evoke immediate responses and dicussion from the listeners
+) storytelling is free; it requires no costly resources and can take place in any location
+) stories can be told in the local language ( audience does not need the literacy skills)
+) storyteller can reach all commubity members including those ( such as girls and women) who are ofen left out
To introduce storytelling, students can share riddles, jokes, or personal anecdotes that incorporate key story elements Prior practice is essential for effective delivery, and it is crucial to focus on crafting a strong conclusion or punch line.
To introduce students to storytelling, teachers can encourage them to create alternative endings for classic tales and share these with peers After reading a story aloud, individuals or groups can develop and narrate an additional storyline Another engaging activity involves having students recount a specific incident from a story they've read, adopting the perspective of one of the characters involved.
Storytellers, whether teachers or students, should select a story that resonates with them, allowing for the use of enjoyable language and the ability to convey enthusiasm to their audience It’s essential to choose a straightforward narrative with a clear plot and a limited number of characters to ensure effective communication.
Memorize only refrains or phrases used for special effect
To enhance your storytelling, record yourself reading the story aloud and listen to the playback multiple times Break the narrative into coherent sections, organizing them thoughtfully for your audience using tools like storyboards, outlines, diagrams, or story maps.
Visualize the setting and the characters ( eg: close your eyes and image each location; and detail of colour, shape and light…)
Visualize the narrative by mentally rehearsing the sequence of events from start to finish, identifying the scenes that unfold gradually versus those that are fast-paced This exercise helps you develop a clearer understanding of the story's rhythm and pacing.
In your own words, tell the story aloud to yourself
Tell the story over a few times refeering to your story notes, if necessary
Share your story directly from your vivid mental images, having internalized it completely Record your narrative on audiotape while it's still fresh, then listen back to refine the visual elements in your imagination.
Practice telling your story to a live audience ( family, friends, pets) until it comes naturally
Students often prefer to share narratives drawn from their own experiences or creativity, rather than simply retelling familiar tales Personal story topics can include the origins of their names, cherished family possessions and their significance, or anecdotes from their grandparents.
Students interested in crafting their own narratives often draw inspiration from traditional plots, themes, and story structures They may also merge various versions of the same tale to create a unique outcome that aligns with their creative vision.
Creating a comfortable physical setting is essential for listeners during storytelling, such as providing a rug and cushions in a cozy reading corner This environment encourages relaxation and helps listeners focus on understanding and enjoying the storytelling experience.
Storytellers should find a comfortable position, look directly at the audience, tell the story they have practised it, and let the tale to its work
Storytellers often set the scene by dimming lights and playing music to establish the right atmosphere They may use visual aids, such as clothing items, illustrations, or even wordless films, to enrich their narratives These props serve multiple purposes: they assist shy speakers, help students follow along, spark interest, and blend visual and verbal elements for a more engaging experience.
Engaging students in discussions about their listening experiences after a story is crucial for enhancing their "story sense." This dialogue encourages them to reflect on their individual interpretations, shaped by their unique life experiences and prior knowledge Providing students with the opportunity to explore their thoughts and feelings about characters and events in the story fosters deeper understanding and personal connection to the narrative.
Before Story telling
To introduce storytelling, students can engage their audience by sharing riddles, jokes, or personal anecdotes that incorporate key story elements It's essential to practice these narratives beforehand and focus on delivering a strong conclusion or punchline for maximum impact.
To introduce students to storytelling, teachers can encourage them to create alternative endings for their favorite stories and share these with each other After reading a story aloud, individuals or groups can develop and narrate an add-on story Additionally, students can enhance their storytelling skills by recalling a specific incident from a story they have read and recounting it from the perspective of one of the characters involved.
When selecting a story, both teachers and students should choose one that resonates with them, allowing for the use of enjoyable language and the expression of genuine enthusiasm Opt for a straightforward narrative with a clear plot and a limited number of characters to ensure effective communication and engagement with the audience.
Memorize only refrains or phrases used for special effect
Record yourself reading the story and listen to it multiple times Break the story into logical sections to enhance listener comprehension, utilizing tools like storyboards, outlines, diagrams, or story maps for effective organization.
Visualize the setting and the characters ( eg: close your eyes and image each location; and detail of colour, shape and light…)
Visualize the storyline in your mind, sequentially picturing each scene from beginning to end This mental run-through will help you identify which moments unfold slowly and which are fast-paced, enhancing your understanding of the narrative's rhythm.
In your own words, tell the story aloud to yourself
Tell the story over a few times refeering to your story notes, if necessary
Share your story directly from your vivid mental images instead of relying on notes, as you will have internalized it and know it by heart Record your narrative on audiotape while the details are still fresh in your mind, then listen to the playback to enhance and clarify the visual elements of your story.
Practice telling your story to a live audience ( family, friends, pets) until it comes naturally
Students often prefer to share stories drawn from their own experiences or imaginations instead of simply retelling familiar tales Personal storytelling topics can include the origins of their names, cherished family possessions and their significance, or anecdotes from their grandparents.
Students who enjoy crafting their own narratives often draw inspiration from traditional plots, themes, and story structures They may also merge multiple versions of the same tale to create a unique outcome that aligns with their creative vision.
While Story telling
Creating a comfortable physical setting is essential for listeners during storytelling, such as using a rug and cushions in a cozy reading corner This environment encourages relaxation and helps listeners focus on understanding and enjoying the storytelling experience.
Storytellers should find a comfortable position, look directly at the audience, tell the story they have practised it, and let the tale to its work
Storytellers often enhance their narratives by dimming the lights and playing music to set the right mood, while also utilizing visual aids and props such as clothing, illustrations, or silent films to boost storytelling effectiveness These aids not only support shy speakers but also help guide students through the narrative, spark their interest, and blend visual and oral learning experiences.
After Story telling
Engaging students in discussions about their listening experiences after a story enhances their narrative understanding This dialogue encourages them to reflect on their individual interpretations, shaped by their unique life experiences and prior knowledge Allowing time for students to explore their thoughts and feelings about the characters and events in the story is essential for deeper comprehension and personal connection to the narrative.
When evaluating their storytelling style, storytellers should consider having their process recorded, either through audio or video It's essential for students to focus on the storytelling journey, including the shaping, restructuring, and personal significance of the narrative While striving for improvement, the main goal is not to deliver a flawless performance but to engage deeply with the story itself.
A teacher can enhance students' imagination and speaking skills by sharing a story, such as "The Frog Prince," and encouraging them to retell it in their own words This interactive approach fosters creativity and boosts verbal communication abilities in the classroom.
In the tale of "The Frog Prince," a beautiful princess encounters an ugly frog, who is actually a handsome prince cursed by a wicked witch To break the spell and restore him to his true form, the princess must perform a significant act of kindness This enchanting story highlights themes of transformation, love, and the power of compassion.
The Princess and the Frog Movie Still
The Princess and the Frog Publicity Still
4) Suggested activities to improve English speaking skill
Poetry and music are integral to every human society, reflecting cultural aspects such as connections to ancestors, faith, joy, and anxieties, as well as hopes for the future These art forms possess inherent powers, providing energy and influencing moods They accompany individuals throughout their lives, from birth to death, and play a crucial role in learning and using one's mother tongue Additionally, music and poetry are vital in foreign language education for young learners.
Songs serve as a genuine and easily accessible resource for learning spoken English The rhymes within songs offer listeners repetitive exposure to similar sounds, which students often enjoy revisiting, thereby enhancing their auditory skills The alignment of words with music aids learners in associating syllable counts and word stress with memorable rhythms, making the learning process more engaging and effective.
Songs create a relaxed atmosphere that helps students engage with challenging pronunciation aspects of English without them even noticing By incorporating endless examples of weak syllables and simple sentence structures, songs effectively demonstrate the nuances of English pronunciation and sentence formation This engaging approach can captivate students and enhance their learning experience during English lessons.
Songs and rhymes play a crucial role in phonetic development, which is essential for enhancing speaking skills Utilizing poems, chants, and songs helps learners grasp the rhythm of spoken language, often employing iambic pentameter, the natural rhythm of English Engaging in the recitation of rhymes and poems not only makes practicing English speaking enjoyable but also proves to be highly effective.
4.2.Using pictures in studying English speaking
Pictures are an integral part of our daily lives, found everywhere from streets to homes, and they play a significant role in capturing attention with their vibrant colors and shapes They evoke emotions and spark imagination, making them particularly enjoyable for young people, especially students As effective visual aids, pictures enhance English speaking skills, allowing students to self-study by collecting images for daily practice First-year non-major English students at Hai Phong Private University often face challenges with confidence and vocabulary, making the use of bright and meaningful images crucial Engaging in picture-based games can stimulate their imagination, enabling them to describe images in their own words and improve their speaking skills Ultimately, the use of visually appealing colors is a key factor in the success of lessons that incorporate pictures, leading to more fluent and natural English speaking.
For the 1 st year English non- major students in Hai Phong Private University, they are taught some main topics such as: Love and Marriage, Home and House
As for the topic Season in a year, we can learn speak English by using some following pictures
The images showcase the four seasons—spring, summer, autumn, and winter—highlighting their unique characteristics Students can observe distinct differences in colors and imagery associated with each season For instance, spring is adorned with blooming flowers and lush trees, while autumn is celebrated for its picturesque falling leaves.
As for the topic Environment , we can use some following pictures when learning about natural disaster
Natural disasters have caused widespread destruction, annihilating homes and villages while claiming millions of lives globally Recent changes in the Earth's temperature have intensified the frequency and severity of these catastrophic events.
So, looking at these pictures makes us images the distruction of natural disater
4.3 Studying English speaking through the funny games
Games play a crucial role in enhancing English speaking skills by providing a fun and relaxed environment that facilitates vocabulary retention and fluency They foster friendly competition, which keeps learners engaged and motivated to participate actively in their learning Additionally, through entertaining and interactive games, students can effectively apply theoretical concepts to real-life situations in a communicative manner To maximize the benefits of games in language learning, it is vital to select appropriate games that consider factors such as the number of students, proficiency levels, cultural contexts, learning topics, timing, and classroom settings.
Students can learn from the funny questions
* What does the Easter Bunny order at a Chinese retaurant?
* In what season do you use a trampoline?
* What do you get when you pour hot water down a rabbit hole?
* Why do birds fly to the south for winter?
Because it is too far to walk
4.4 Applicibility of Internet in studying speaking
The internet significantly impacts our lives, especially for first-year non-English major students, as it provides effective tools for enhancing English speaking skills Students can conveniently access various online platforms that offer lessons on vocabulary, pronunciation, and presentation skills through engaging topics Additionally, the internet offers a wealth of resources, allowing students to download documents and learn from English songs, music, and poetry, all of which contribute to improving their speaking abilities For more resources, students can visit websites like www.cycnet.com.
Life is beauty, admire it
Life is bliss, taste it
Life is a dream, realize it
Life is a challenge, meet it
Life is a duty, complete it
Life is a game, play it
Life is a promise, fulfill it
Life is sorrow, overcome it
Life is a song, sing it
Life is a struggle, accept it
Life is a tragedy, confront it
Life is an adventure, dare it
Life is luck, make it
Life is too precious, do not destroy it Life is life, fight for it
Students can enhance their English skills by learning from song lyrics They can download lyrics to their computers, listen to the songs, skim through the lyrics, and practice repeating them Additionally, studying with friends by discussing simple sentence structures and identifying unique phrases can be beneficial A great example is the song "Love Story," which can be found on www.lyrics007.com.
Of how greatful love can be The sweet love story
That is older than the sea That sings the truth about the love she brings to me Where do I start
With the first hello She gave the meaning
To this empty world of mine That never did
Another love another time She came into my life And made a living fine She fills my heart
She fills my heart With very special things With angel songs
With wild imaginings She fills my soul With soo much love That anywhere O go
Im never lonely With her along who could b lonely
I reach for her hand Its always there
How long does it last Can love be measured by the hours in a day
I have no answers no But this much I can say
I know ill need her till this love song burn away And she;ll b there
How long does it last Can love b measured by the hours in a day
I have no answers no But this much I can say
I know I’ll need her till this love song burn away And she'll be there
Students can enhance their learning experience by using entertaining English video clips, which make studying enjoyable and effective These engaging videos feature captivating sounds, visuals, and information that keep students interested, helping them to study more quickly and avoid boredom.