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Tài liệu Skkn tiếng anh games and activities as inputs for public speaking classes (skkn viết bằng tiếng anh).

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TABLE OF CONTENTS A. INTRODUCTION................................................................................................1 I. Reasons for choosing the topic...............................................................................1 II. Scope of the Study................................................................................................2 B. CONTENT............................................................................................................3 I. Literature Review...................................................................................................3 1. A Public Speaking Definition................................................................................3 2. A History of Public Speaking................................................................................3 3. The Importance of Public Speaking......................................................................4 4. What Are the Problems of Public Speaking?........................................................4 5. How to Become Better at Public Speaking...........................................................6 5.1. Write an Effective Speech..................................................................................6 5.2. Overcome the Fear of Speaking.........................................................................6 5.3. Practice the Speech.............................................................................................6 5.4. Give the Speech..................................................................................................7 6. Why developing the confidence of public speaking is so important for children. 7 II. Public speaking classes at Nghe An Continuing Education Centre......................8 1. A brief overview of Public speaking courses........................................................8 2. Syllabus for public speaking classes.....................................................................9 III. Games and activities as inputs for public speaking classes.................................9 1. Definition of input in second language learning...................................................9 2. The role of inputs in second language learning...................................................10 3. Typical games applied for pre-public speaking...................................................11 3.1. Hidden Object Game........................................................................................11 3.2. Jigsaw puzzle game..........................................................................................12 3.3. Memory game...................................................................................................13 3.4. Jeopardy............................................................................................................15 3.5. Crossword.........................................................................................................16 3.6. Riddles..............................................................................................................19 3.7. Catch phrase.....................................................................................................20 3.8. Guessing Game.................................................................................................21 3.9. Board Game......................................................................................................24 3.10. Word search....................................................................................................26 3.11. Hangman.........................................................................................................29 4. Typical activities applied for while-public speaking...........................................30 4.1. Matching...........................................................................................................30 4.2. Crossword.........................................................................................................36 4.3. Information Gap...............................................................................................38 4.4. Brainstorming...................................................................................................41 4.5. Storytelling.......................................................................................................44 4.6. Guided Interviews.............................................................................................46 4.7. Riddles..............................................................................................................46 C. CONCLUSION AND RECOMMENDATION..................................................50 REFERENCES........................................................................................................51 INDEX.....................................................................................................................52 A. INTRODUCTION I. Reasons for choosing the topic Currently, the English language has become popular all over the world, many countries use it as a first language and people use it as a second language in communication. In Vietnam, English is seen as a major foreign language today. At Nghe An Continuing Education Centre, English is not only taught for language specialized students but also for younglearners of all levels. We have recently applied a number of methods and techniques into teaching English in order to improve the quality of teaching and learning English as a Foreign Language. Communicative method has proved their superiority as through communicative activities more language are used and students’ initiatives and active involvement are developed. It can be said that communicative approach is designed to change the traditional way of presenting and practising language and it helps to shift the teacher-led classroom culture to the students-centred classroom atmosphere. Games and communicative activities have widely used in my context (training teachers of English at Nghe An Continuing Education Centre) with the acceptance, eagerness and enthusiasm by teachers and students. It, however, is the one requiring much knowledge and preparation as well as physical conditions, and it also requires teachers’ commitment and patience. We have been trying to put some of those into practice. We have been adapting and designing ourselves a repertoire of communicative activities which have been used and from which students have benefited. We would like, in this paper, to introduce these games and activities to you all - teachers of English in a view of sharing experience and seeking for common thoughts to makes a change, however small it is, in teaching and learning English though it is hard work really. The games and activities have been used for teaching public speaking and developing language skills and we shall not categorise them as some of them can be used for all about mentioned purposes. Some of activities we have adapted from other resources, and others we have designed ourselves. Public speaking courses have been successfully organised at Nghe An continuing Education Centre over the last four years. A great deal of young learners have been taking part in and quite many of them have made improvement in speaking. To improve the students’ effectiveness of learning English and have a good result in teaching public speaking at Nghe An continuing Education Centre, we have followed a number of steps to be able to generate enthusiasm in speaking. Once they have gained, know how to make presentation, they will find speaking skill easier. 1 Above all, for teachers, the facilitators will help them be active, creative, feel responsible not only does he teach, moderate, but also inspire young learners. In this paper, we would like to give some ideas about how to teach speaking skill effectivelly to help our children feel easier and more confident during their study. The paper is divided into three parts: A. Introduction B. Content C. Conclusion and recommendation II. Scope of the Study In this writing, we’d like to share our suggestions that we have gathered in our during preparing lessons, on using different kinds of games and communicative activities as inputs to help our young learners practise and develop English public speaking skill. The significances of this study were expected to provide some advantages for English teaching and learning process. The significances of this study are: 1. For young learners as the subjects of the study, it was expected that they would take the advantages of the study. They could learn how to improve their skills of public speaking. 2. For the teachers at Nghe An Continuing Education Centre, it was expected that the teachers could improve their technique of speaking interestingly and effectively so that the pupils would enjoy the study. B. CONTENT I. Literature Review 1. A Public Speaking Definition What is public speaking? Basically, it's a presentation that's given live before an audience. Public speeches can cover a wide variety of different topics. The goal of the speech may be to educate, entertain, or influence the listeners. Often, visual aids in the form of an electronic slideshow are used to supplement the speech and make it more interesting to the listeners. A public speaking presentation is different from an online presentation because the online presentation may be viewed or listened to at the viewer's convenience, while a public speech is typically limited to a specific time or place. Online presentations are often comprised of slideshows or pre-recorded videos of a speaker. There are five elements of public speaking, and it basically boils down to who is saying what to whom using what medium with what effect. In other words, who is the source of the message. What is the message itself. Whom is the audience, while the medium is the actual delivery method and ending in the effect. Think of the effect as the speaker's intent for the speech. Because public speaking is done before a live audience, there are some special factors the speaker needs to take into consideration. We'll touch on those shortly, but first let's take a quick look at the history of public speaking. 2. A History of Public Speaking There's a good chance that there's been public speaking, in one form or another, as long as there've been people. But most academics and others involved with public speaking, including those at The Public Speaking Project, trace the origins of modern public speaking back to ancient Greece and Rome. Of course, those societies didn't have any of the electronic conveniences we've got today to help with public speaking (no slideshows). But they did have a need for public speaking and developed public speaking methods that are still studied today. The ancient Greeks, in particular, used public speaking primarily to praise or persuade others. At one point, all Greek citizens had the right to suggest or oppose laws during their assemblies, which resulted in a need for skilled public speakers. Public speaking became a desirable skill and was taught. Public speaking in the time of the Greeks was called rhetoric. Later, when Rome came to power, public speaking was used during the sessions of the governing body—the Roman senate. The Romans adopted the public speaking rhetoric methods of the Greeks. In fact, most public speaking teachers of the time were Greek. If you fast forward to modern times, what was known as the Latin style of public speaking was popular in the U.S. and Europe until the mid-20th century. After World War II, however, a less formal and more conversational style of speaking started to become popular. Also, electronic tools became available to enhance public presentations. Towards the end of the 20th century, those electronic tools migrated to the computer and evolved into the computer software tools, such as PowerPoint, that we know and use today. Even though today's public speeches are less formal, it's still important that they're well organized. More on that later. Now let's take a look at the importance of public speaking. 3. The Importance of Public Speaking If you ask most people, they'll probably say they don't like public speaking. They may even admit to being afraid of it, since fear of public speaking is a very common fear. Or they may just be shy or introverted. For those reasons, many people avoid public speaking if they can. If you're one of those people who avoid public speaking, you're missing out. Over the years, public speaking has played a major role in education, government, and business. Words have the power to inform, persuade, educate, and even entertain. And the spoken word can be even more powerful than the written word in the hands of the right speaker. Whether you're a small business owner, a student, or just someone who's passionate about something - you'll benefit if you improve your public speaking skills, both personally and professionally. Some benefits to public speaking include:  Improves confidence  Better research skills  Stronger deductive skills  Ability to advocate for causes Public speaking is especially important for businesses since they've got a need to get their message before potential customers and market their business. Sales people and executives alike are often expected to have good public speaking skills. To learn more about some of the benefits of public speaking, review the following article: 4. What Are the Problems of Public Speaking? Even though many people routinely give speeches or presentations for work or school, they may still experience fear at the idea of having to stand in front of others and talk. Some speakers can become debilitated by thoughts of what to say, how to keep the audience’s interest and how to calm nerves. Much of the anxiety associated with public speaking can be minimized, however, if you pay attention to overcoming the most common problems of public speaking.  Lack of Confidence If you don't have confidence in yourself, you'll risk alienating the audience. Being obviously nervous is especially problematic because “when we are nervous, listeners are more likely to focus on negative vocal and visual cues,” says author Cheryl Hamilton in “Essentials of Public Speaking.” Allowing time to prepare and practice beforehand helps speakers gain the sense of control necessary for the audience to trust and believe the message.  Lack of Attention to Audience Make sure you know the audience, or the presentation will be unsuccessful. Researching their ages, culture, values and current level of knowledge is essential to shaping the speech’s tone and content. Failing to relate the material to the audience, to maintain eye contact and to read their expressions can negatively affect how your speech will be interpreted. Explaining how the material benefits listeners personally and using anecdotes attracts the audience’s attention.  Lack of Organization You can lose credibility by not spending enough time gathering and organizing material. Conducting research about the audience, topic and sources are preliminary steps. Arrange the information into an attention-getting introduction, craft a paragraph for each of the three most important points, follow them with a conclusion. Attempting to speak on the fly invites disaster. It's standard practice to create an outline or put information on note cards to refer to as you speak. This method helps both the speaker and audience stay on track.  Lack of Preparedness Practice the speech in full before delivery. Saying the words helps speakers hear: where they are rushing words; where to improve word flow and voice intonation; and how to project enthusiasm. Using technology or other visuals beforehand makes it possible to catch glitches that could otherwise disrupt the actual speaking event. Rehearsal also improves familiarity with the material, enabling speakers to field questions and maintain credibility.  Lack of Time Management Run through the speech to ensure it meets time requirements. Many speakers run overtime because they have not adequately rehearsed and timed the delivery of their material. “If you are speaking for 10 minutes, rehearse for about eight,” advise Ronald Adler and Jeanne Elmhorst in their book “Communication at Work: Principles and Practices for Business and Professions”. 5. How to Become Better at Public Speaking Okay, so now that you understand the benefits of public speaking, you might be a little more interested. Still, you might think it's not for you. Maybe you gave a speech once and it didn't go well. Maybe you're afraid of public speaking. Or maybe you think you don't have a natural ability for giving speeches. The truth is that public speaking is a skill. It can be learned. While some people may have more natural speaking ability than others, or a more pleasing voice, or are more charismatic-anyone who can speak can learn to be a better public speaker than they are right now. It just takes some know-how and some effort. To help you become better at public speaking, we'll take a look at these four areas:  Writing the speech  Overcoming a fear of speaking  Practicing the speech  Giving the speech 5.1. Write an Effective Speech The first thing you'll want to do is work on writing a well-organized, engaging speech. Because even if you've got a great speaking voice or a great deal of charisma, you won't give a good speech if your material isn't any good. The following tutorials can help you learn to write better speeches: 5.2. Overcome the Fear of Speaking Fear of public speaking is very real and can hold you back if you let it. If you don't feel confident when giving your speech, your listeners may pick up on that, making your presentation less effective. Fortunately, there are some techniques that'll help most people manage their fear of public speaking and become more confident. First, let's tackle fear of public speaking. The following tutorials list some techniques you can use to overcome a fear of public speaking: 5.3. Practice the Speech Even if you're not afraid of public speaking, practicing your speech is still an important step to having an effective speech. If you're in a rush, you may be tempted to skip practicing your speech to save time. While skipping practice may seem like a good idea, it's really not. By practicing your speech not only do you improve your public speaking skills, but you also increase your familiarity with the presentation—making it more likely that your speech will go smoothly. This tutorial includes a handy checklist to help you practice your speech (and other tips): 5.4. Give the Speech Now that you've written a good speech, feel more confident about public speaking, and have practiced—you're ready to actually give the speech. There are some tips and tricks you can use on the day of your speech to make it go more smoothly, though. Remember, you're giving a presentation before a live audience at a specific place and time. So, you've got some concerns about the speaking venue that those who give online presentations don't have to worry about. Some common concerns for public speakers include:  Will the audience be able the hear me?  Does the venue have the equipment I need?  Are there enough seats for all of my listeners? 6. Why developing the confidence of public speaking is so important for children The idea of public speaking is understandably daunting, having to win over a bunch of strangers so it’s no wonder why most people stay away from it. However, the unfortunate thing for those individuals is that they miss out on the one skill that can positively change the direction of their journey and impact their success immensely, from securing a job or investors, to increasing sales and building brand awareness. There are just countless reasons why you should consider this communication technique and get into public speaking but here are my top 3:  Winning over the crowd Public speaking is a great opportunity to win over a crowd. Look at it this way, the crowd you’re speaking to are in fact your potential clients. It’s almost a make or break moment. You have the chance to pretty much sell yourself. Introduce yourself to the crowd so they can get to know you, build some sort of trust and credibility with them. Being able to persuade your audience that you are worth the investment and they should trust you by telling your personal story. Public speaking is a great avenue for this to happen, they see you live in action and you are able to create a deeper connection with your audience by applying story-telling secrets, tonality and more. It provides the chance to express to a crowd why a particular product, service, idea or even yourself would be beneficial to them as well as allowing you to put potential customers at rest by touching on any enquiries or concerns they might have. You pretty much have the power to directly influence people to buy your product or service.  To Motivate people Great public speakers have the ability to push people to either do something, stop something, reach a goal or drop bad habits. Platforms for public speaking makes room for this. Being able to encourage your crowd to take an action through testimonials or live figures of how your personal framework or technique has change your life and the life of your clients. Seeing is believing, public speaking therefore is your chance to show your audience that making the specified change or action in their lives is the right move to make. As a public speaker, you need to convey how passionate and driven you are, inspiring them to be driven in their own personal endeavours also.  To inform I believe that public speaking is one of the best ways to get your message across. Whilst other communication methods like social media marketing, ads and email campaigns is effective, there’s no doubt that physical and personal communication is far more impactful in getting a message out there to a large audience. This is why public speaking is a game changer. It allows you to inform people of who you are and/or what you are doing on a more personal and direct level. It is an opportunity for you to spark new interests and make people who had no idea who the hell you are wonder how they survived their whole life without you thus far. II. Public speaking classes at Nghe An Continuing Education Centre 1. A brief overview of Public speaking courses Running more than 15 classes so far with different learners of mixed ability and competency, a great deal of lessons and experiences have been drawn out, which are crucial for our next tutoring. We have made an investigation into the matter and found that the regular mode of training and handbook activities did not seem to bring good performances to our learners. Thus, we have put these initiatives afterwards on public speaking and through all class above, we are quite confident that these have brought a good return. 2. Syllabus for public speaking classes. Lessons Starters Movers & Flyers 1 2 3 4 5 6 7 8 9 10 11 12 13 Introduction Hobbies Family My best friend My favourite animals Food & drink Toys Weather Field trip Daily routine My house School My city Preparation for the course end Closing ceremony Introduction & Hobbies My favourite animals Subjects School Sports Holidays Cities Famous people Field trip Seasons Means of transport Festivals Food & drink Preparation for the course end Closing ceremony 14 15 Ket & Pet School uniform Environment Countries Health Ideal School Holidays Celebrities Sports Field trip Seasons Natural disasters World Wonders Festivals Preparation for the course end Closing ceremony III. Games and activities as inputs for public speaking classes 1. Definition of input in second language learning Input refers to the exposure learners have to authentic language in use. This can be from various sources, including the teacher, other learners, the environment around the learners and keeping them in our brain. Input can be compared to intake, which is input then taken in and internalized by the learner so it can be applied. Input learning consists of:  Memorize vocabularies  Study grammar rules  Take online lessons  Read English books  Watch movies, dramas, online video clips  Listen to audio files and podcasts  The brain produces sentences based on the sentences it has seen or heard (input). So the way to improve is to feed your brain with a lot of input correct and understandable sentences (written or spoken). Before you can start speaking and writing in a foreign language, your brain must get enough correct sentences in that language. 2. The role of inputs in second language learning In language learning, input is the language data which the learner is exposed to. There are many factors which influence the second language acquisition. The internal factors include the mental disposition of a learner, the aptitude, the ability to handle communication process and others. The external factors, such as the conditions in which the learner operates might include the time and the frequency available for the exposure to the target language, the quality of the samples of the target language which the learners are exposed to, in other words the input. Input that learners receive in the learning process plays a very important role in the language acquisition. Learners need to be given the opportunity to make sense of what they hear or see, to notice the contexts in which the samples of the language are used, to interact with them as well as to compensate for the insufficiency. The importance of the input has been advocated by a variety of learning theories. In the second half of the 20th century psychologists, biologists, linguists and other researchers proposed that the acquisition process (represented by the language acquisition device) the same way as any other biological function, works successfully only when stimulated at the right time – the time they called the Critical Period (Lightbown, Spada, 1999, p.19). They supported this hypothesis by several case studies (e.g. a well-known story of Victor or Gennie), although it was difficult to support it by numerous experiments since this research was based on the study of the first language. As Lightbown and Spada (ibid., p.60) claim the "developmental changes in the brain affect the nature of language acquisition. … Language learning which occurs after the end of thecritical period may not be based on the innate biological structures believed to contribute to first language acquisition or second language acquisition in early childhood”. In the natural setting learners are exposed to a variety of language samples while they themselves do not necessarily have to contribute. The "passive" phase in which the child processes the language, reacts or does not react to it, observes the linguistic or extra linguistic messages coming through, lasts for much longer in the natural setting than we can afford in the formal instruction. That, however, does not mean that we should resign to the meaningfulness of this process. If children have a chance to be imbued with the target language, with the options of whether and how to react to it we simulate the natural conditions for the language acquisition. On the whole, input is absolutely necessary and there is no theory or approach to SLA that does not recognize the importance of input. In Schwartz’s view (1993), the input feeds or nurtures an innate system to aid its growth. But input alone cannot facilitate second language learning. It will not function to the full in SLA until it gets involved in interaction. 3. Typical games applied for pre-public speaking 3.1. Hidden Object Game A hidden object game (or hidden picture game) is a casual game in which the player must find items from a list that are hidden within a picture. Hidden object games are a popular trend in casual gaming, and are comparatively inexpensive to buy. All hidden object games require you to find lists of objects within a busy scene.  Aims: To help learners think of vocabulary relating to certain topics  Organization: Groups  Time allowed: 10 minutes  Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.  Materials Required: A computer in the classroom, powerpoint file  Procedure: - Each team looks at the hidden pictures and clues, then guess the words. - The team who speaks out the word or the picture will be the winner.  Lesson applied: Example 1: lesson 2 “My favourite animal” - Movers level Example 2: lesson 11 “My house” - Starters level Example 3: lesson 5 “My favourite animal” - Starters level 3.2. Jigsaw puzzle game A jigsaw puzzle is a tiling puzzle that requires the assembly of often oddly shaped interlocking and tessellating pieces. Each piece usually has a small part of a picture on it; when complete, a jigsaw puzzle produces a complete picture. In some cases, more advanced types have appeared on the market, such as spherical jigsaws and puzzles showing optical illusions. Jigsaw puzzles were originally created by painting a picture on a flat, rectangular piece of wood, and then cutting that picture into small pieces with a jigsaw, hence the name. John Spilsbury, a London cartographer and engraver, is credited with commercializing jigsaw puzzles around 1760.[1] Jigsaw puzzles have since come to be made primarily of cardboard.  Aims: To help learners think of vocabulary relating to certain topics  Organization: Groups  Time allowed: 10 minutes  Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.  Materials Required: A computer in the classroom, powerpoint file  Procedure: - Each team looks at the hidden pictures and clues, then guess the words. - The team who speaks out the word or the picture will be the winner.  Lesson applied: Example: lesson 7 “My favourite toy” - Starters level 3.3. Memory game Memory games are considered as one of the primary methods for ensuring that our brains are working at their best. These games have become a subject of great interest to people because they are founded on sound science. Memory is the ability to register, store, hold and retrieve new information. Memory can be divided into some distinct sections that is, short term or working memory and long term memory. Working memory is a key aspect of how we deal with temporarily retained information, whereas long term memory or permanent memory concerns itself with all that we can do accurately and rapidly. Knowledge can be stored as episodic memory, the form of memory that stores events in the precise order in which they happened.  Aims: To help learners think of vocabulary relating to certain topics  Organization: Group  Time allowed: 10 minutes  Variations: Food, Drink, Toys, Sports, Animal, Festival, Technology, Wonders, Famous people, Subjects  Materials Required: A computer in the classroom, powerpoint file  Procedure: Spread cards randomly over the playing surface, face down, until none overlap. Players take it in turn to pick two cards of their choosing. If the cards have the same rank (two sixes, for example), the player keeps the pair and plays again. If not, the cards are returned to their face-down position and it's the next person's turn. Play until all the cards have been matched. The player with the most pairs wins.  Lesson applied: Example 1: lesson 5 “Sport” - Flyers level Example 2: applied for lesson 12 “Festivals” - Movers level 3.4. Jeopardy Jeopardy is an American television game show created by Merv Griffin. The show features a quiz competition in which contestants are presented with general knowledge clues in the form of answers, and must phrase their responses in the form of questions.  Aims: To help learners think of vocabulary relating to certain topics  Organization: Group  Time allowed: 10 minutes  Variations: Food, Drink, Toys, Sports, Animal, Festival, Technology, Wonders, Famous people, Subjects  Materials Required: A computer in the classroom, powerpoint file  Procedure: Split all players into a few teams. Open the Powerpoint file you modified. Display all topics and begin the game show. Allow the first team to choose a topic and a point value for a question. Click on this question box and it will take you to the question slide. Read this question and allow players to raise their hands if they want to answer the question. If someone on a team answers a question correctly, they gain that number of points. If they get it wrong, they lose that number of points.  Lesson applied: Example 1: lesson 8 “Sports” - Ket level Example 2: lesson 13 “Festival” – Pet level 3.5. Crossword A crossword is a word puzzle that usually takes the form of a square or a rectangular grid of white-and black-shaded squares. The game's goal is to fill the white squares with letters, forming words or phrases, by solving clues, which lead to the answers. In languages that are written left-to-right, the answer words and phrases are placed in the grid from left to right and from top to bottom. The shaded squares are used to separate the words or phrases.  Aims: To provide learners vocabulary relating to certain topics or lead in the topic of new leson.  Organization: individuals or groups  Time allowed: 10 minutes  Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people, Subjects, Health.  Materials Required: A computer in the classroom, powerpoint file, handouts  Procedure: - Solve the fill-in-the-blank clues first, as they're usually easier than the others. - Return to the start, making a second pass through the clues. - Repeat these steps until the puzzle is solved or until completely stumped. - Spend a long time thinking about the "theme" clues. - Study the missing letters. - Review the puzzle and the clues you missed or clues you derived without any knowledge of the subject.  Lesson applied: Example 1: lesson 8 “Health” - Ket level Example 2: lesson 6 “Holidays” - Flyer & Ket level
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