TEACHING GRADE 11 STUDENTS’ SPEAKING SKILLS BY USING
COMMUNICATIVE TASKS.
students make questions in teaching oral discourse. We do this in order to help
students develop their ability to make questions in real life.
2. Making questions:
Instruction: Work in pairs to make correct questions, using the word
provided. Then, ask your partner to answer the questions to make your own
dialogue.
Greetings
The Lao Dong Daily
For a year
67 Ngoc Ha Street, Hanoi.
Before 6.30
30.000 VND per month
Can………?
Which
How long
What
Could
How much
Suggested Questions
Greetings
Hi! Can I help you?
The Lao Dong Daily
Which newspapers do you want to subscribe to?
For a year
How long have you used this service?
67 Ngoc Ha Street, Hanoi.
What’s your address?
Before 6.30
30.000 VND per month
Could you deliver the newspaper before 6.30?
How much is the fee?
REFERENTIAL QUESTIONS
Besides using dialogues, I often make referential questions when I teach the
four language skills: Listening, speaking, reading and writing because using more
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TEACHING GRADE 11 STUDENTS’ SPEAKING SKILLS BY USING
COMMUNICATIVE TASKS.
referential questions in the classroom will provide students with opportunities for real
communication. I also encourage my students to make referential questions so that
they can exchange real information in the class. As Nunan (1994) says: Referential
questions are questions we ask someone because we don''t know the answer. In a
language classroom, this can mean questions that the teacher asks students and
students ask each other. He also explains that referential questions can be compared to
display questions, for which the answer is already clear and the teachers ask just to see
if the students know the answer, or for language manipulation. We should consider the
following example :
English 11- Unit 10: Nature In Danger - Reading - After you read (Page 117)
Find out why some animals have become extinct.
We should consider this question “People kill animals for fur, skin and food. People
keep animals as pets. People hunt or capture animals for recreation or
entertainment.Which is the most important cause, in your opinion? Why?”
(Referential question).
The students will have opportunities to express their opinions, exchange real
information with each other by deciding on the most important cause. This means that
I am successful in helping them to produce real communication.
CONCLUSION
It is the second time I have written this research paper, I expect that the research
will bring good results to me and other teachers in Tri An High School. I strongly hope
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TEACHING GRADE 11 STUDENTS’ SPEAKING SKILLS BY USING
COMMUNICATIVE TASKS.
that communicative tasks in teaching speaking skills are not only useful for students
but also for teachers and my school.
Teaching speaking in a communicative way can be applied in all classes. As
for students and teacher’s perspectives to teaching and learning grammar, this
approach to teaching speaking will change their thinking that the teachers only make
use of all exercises in the textbook without any improvements, but it is the teacher’s
job to design communicative tasks or activities in order to help students to achieve
their communication goals of learning and teaching.
Finally, I would be very thankful for any comments and suggestions regarding
possible improvements.
MẠCH THI THU NGA
REFERENCES
Brand, S.T. and Donato, J. M, (2001). Storytelling in Emergent Literacy: Fostering
Multiple Intelligences, Thomas Learning, USA.
Brown, H Dough. (1994). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Prentice Hall Regents.
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TEACHING GRADE 11 STUDENTS’ SPEAKING SKILLS BY USING
COMMUNICATIVE TASKS.
Harmer, J.(2001) The Practice of English Language Teaching, Pearson Education Ltd
Hubbard and Jones, P&H.(1983). A Training Course for TEFl, Oxford University
Press.
Keppel, G. (1991).Design and analysis: A researcher’s handbook (3 rd ed )
Englewood Cliffs, NJ: Prentice-Hall.
Larsen-Freeman, Diane. (1986).Techniques and Principles in Language Teaching,
Oxford University Press.
Littlewood , W. T. (1992). Teaching Oral Communication, Blackwell Publishers, UK
Roger Nunn - Kochi University (Japan)
Ur, P. (1996) A Course in Language Teaching: Practice and theory, Cambridge
University Press.
Willis, D. and J. Willis (2007)Doing Task-based Teaching, Oxford University Press.
Willis, J. (1996). A framework for task-based learning. London: Longman.
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