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Teaching Part B Speaking, Unit 13 Films and Cinema, English 10

Abstract
The paper is a lesson plan of a speaking lesson taken place in Le Loi High School, Hanoi,
Vietnam. The school is a public institution; therefore the syllabus for English course is similar to
the syllabus of any public schools. Students are expected to have pre-intermediate English level;
and have four English lessons a week, each lesson lasts 45 minutes.
Introduction
Speaking is generally thought to be the most important of the four skills, especially when we
recognize the importance of communicative language. However, one frustration commonly
voiced by learners is that they have spent years studying English but they still cannot speak it.
According to Bueno, Madrid and Mclaren (2006, p.321), speaking is one of the most difficult
skills that language learners have to face. In spite of this, it has traditionally been forced into the
background while we, English teachers have spent all our classroom time trying to teach our
students how to write, to read, and sometimes even to listen in English because grammar has a
long written tradition. Many English teachers claim that the best way to acquire speaking skill by
interacting. This aim is fulfilled by means of communicative language teaching and collaborative
learning. Communicative teaching is based on real life situations that require communication.
Following this method in English classes, there will be opportunities for the students to
communicate with their partners in the target language. Therefore, it is teachers task to create
situations in class where students have real life communication, activities related to their daily
life and meaningful tasks that give them the chance to practice oral language. Therefore,
students speaking ability now becomes the focus of teaching practice; correspondingly, it is
speaking skill that teachers need to pay closer attention so as to better their instruction (Guo
&Wills, 2005, p. 2).
1. Teaching context
The lesson was carried out at Class 10A6 at Le Loi High School, Hanoi. Students from this class
are non-English major. Their levels are around pre-intermediate and quite similar to one another.
In spite of their minor, their text books and English program are the same as the other classes.
Particularly, they have four English lessons a week, and their program covers all the four skills:

listening, speaking, reading and writing. Because of our students interests in studying English,
we always keeps in mind that we should provide them with as many chances to listen to and
practice speaking English as possible.
The lesson was designed for a class of 40 students and carried out during a period of 45 minutes.
It was delivered in March 2016.
2. Lesson Objectives
Theme: Films and Cinema
Lesson length: 45 minutes
Objectives: At the end of the lesson, students will be able to:

Language:

+ Know how to ask and answer questions about films:


+ Use structures to express the preference, feeling of a film
+ Know how to talk about the film that Sts have seen or they like best

Skills:

+ Develop speaking skill by pair work and group work activity.


+ Develop presentation skill through reporting activity.
+ Develop listening skill through listening to model video

3. Description of the lesson


The lesson is organized in the way which is familiar to any language teachers when they teach
the speaking skill. Specifically, it is composed of three stages: pre-speaking, while-speaking, and
post-speaking (Appendix 1).
In the pre-speaking stage, the teacher, firstly, shows the class some warm-up activities about the
latest movie trailer to create an active learning environment and remind students of vocabulary
about genres of movie that they has already learnt in the reading section before. The activities are
of common knowledge which helps warm up the students and prepare them for the speaking
tasks afterwards. This activity helps provide the students with adequate language knowledge
(vocabulary, grammatical structures) for students to be familiar with some of the language in

the text and (Hedge, 2000, p. 210), thus have better comprehension of the speaking context. The
goal is to get the students ready for the speaking tasks.
In the while-speaking stage, the teacher instructs the students to complete the tasks in the
textbook. There are four different tasks for students to practice. The first task asks students about
their like and dislike of different kinds of films. In this task, students are asked to work in pairs.
In the second task, students are taught how to express their feeling and opinions of the films.
They learn how to express their feelings and opinions about films by using adjectives of attitude,
such as interesting, boring, exciting, etc. Additionally, they learn how to express their agreement
with the words agree and disagree.
The third task is about students preferences for different kinds of films. In this task, students are
allowed to work in groups of three. They will ask and talk with their partners some questions
about preferences for films. Also, they have a chance to revise the structure with the word
prefer before speaking.
Finally, the students move on to complete the fourth task, which required them to make a full and
complete speaking answer. The fourth task is talking about a film that they have seen. The
students are given some suggestions to help them organize their own speaking. Then, we play a
recording of a sample answer and a frame of the answer to help them revise their own speaking
and answer the question fluently. After that, students are encouraged to speak out their answer in
front of class. This gradually makes students speak confidently and fluently.
In the post-listening stage, the students have a chance to discuss a social issue with their friends.
The topic given to them is discussing why most young people prefer watching Korean films to
Vietnamese films. This exercise allows students to speak freely about their thoughts. This helps
students to feel more relaxed and enjoyable and improve their speaking skill in the mean while.
Also, it is suitable for the topic of the unit which is about films and cinema.
In the end of the lesson, students are given some homework in order to remember the expression
of feeling, preference and learn by heart kinds of films and some adjectives used to express the
feeling about the film. They also asked to write a paragraph in about 100 words about the film
they like best.

4. Material development
In fact, the teachers in charge of this course are provided with the course syllabus and textbook.
The reason for this is that there are no specific textbooks which are suitable to the learners in all
levels. Therefore, the teachers are required to develop the materials used for each class based on
the given syllabus and the available preparation books.
This paper is focused on developing materials for the class of task 4 free speaking which plays
an important role in speaking learning. The material is a video clip in which one good student
speaks about her hobbies. Therefore, students in low level can depend on the framework of the
speech. In contrast, better students can freely develop their ideas without imitating the model.
However, interestingly, the speakers confident style will be an encouragement for all students.
Lessons learning objectives:
At the end of the lesson, learners are expected to:
+ Develop speaking skill by pair work and group work activity.
+ Develop presentation skill through reporting activity.
+ Develop listening skill through listening to model video
5. Conclusion
The lesson described in this paper is aimed at improving the students speaking skills and their
background knowledge of films and cinema. Although in terms of communicative skills speaking
is an important productive skill, it may be tedious and boring for students to practice. Therefore,
as English teachers, we should search for more interesting activities and materials to adapt to our
lecture. As learning is characterized by joy and absence of tension, and learning happens
consciously and unconsciously, English speaking materials need to integrate language skills and
contents. In the lesson, besides sticking to textbook, we also add some supplementary materials,
such as a film trailer and a recording of a speaking task, in order to make our lecture become
more interesting and effective. The English speaking materials contain linguistic and
communicative competence which helps students have good communication in English.

REFERENCES
Guo, N., & Wills, R. (2005). An investigation of factors influencing English listening
comprehension and possible measures for improvement. Retrieved July 8, 2013 from:
www.aare.edu.au/05pap/guo05088.pdf
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Bueno, A., Madrid, D & McLaren, D (eds). (2006). TEFL in Secondary Education. Granada:
Editorial Universidad de Granada

APPENDIX 1

LESSON PLAN English 10 - Unit 13 Films and cinema Part B: Speaking


Period 81
Unit 13: FILMS AND CINEMA
Part B: Speaking
Time: 45 minutes
1. Aims and Objectives:
By the end of the lesson, students will be:

Language:

+ Know how to ask and answer questions about films:


+ Use structures to express the preference, feeling of a film
+ Know how to talk about the film that Sts have seen or they like best

Skills:

+ Develop speaking skill by pair work and group work activity.


+ Develop presentation skill through reporting activity.
+ Develop listening skill through listening to model video
*

Attitude: Students will be more interested in speaking skill through exposing to some

authentic materials that T gives them.


2. Teaching methods: Integrated, pair working and group working...
3. Teaching aids: Overhead projector, textbooks, whiteboard makers, speaker, handouts
4. Anticipated problems: Students might not have sufficient vocabulary to talk about the topic.
They might also have difficulty with the structure Sb find st/sb Adj and confuse between
adjectives ending in ing and ed .
5. Procedures
5.1. Greeting and checking Sts attendance
5.2. New lesson:

Teachers activities
1. WARM UP ( 5 m )

Students activities

- Let Sts play a game by watching a video of some - Watch the video and play the game
film trailers.
- Ask Sts to work in groups of two tables and then
write down kinds of films they see in the video on
their handouts.
- Two quickest groups will rush to the board to stick

Suggested answer:
1
2
3
4
5
-

Kungfu Panda
Avatar
Tnh ngi duyn ma
Fast and furious
Full house
Check the answer

their handouts on the board.


- Check the correct answer
- The group with more correct answers will be the
winner.
- T lead to the new lesson by saying:
I see that all of you love watching movies and to
help you know how to express your feeling or
preference of the film and then talk about the film
you have seen or like best, we come to our lesson
today: Unit 13: Films and Cinema, Speaking skill.
.2. TASK 1 (7m)

- Work individually to do the task

- Ask Sts to work individually to study the table in the


given handout and tick the boxes that suit their
preferences for a particular type of films.
- Ask Sts to work in pairs to compare with their

- Work in pairs
- Listen to teacher

friend.
- Instruct students ways of asking and answering the
question.
Eg: How much do you like cartoon? I love it very
much / I dont like it very much / I dont like it at
all.
- Ask Sts to report their likes and dislikes in front of
the class.
- Before asking Sts to report, T may need to provide
Sts with some structures:

- Give the answers

+ To talk about the same opinion they should use


structure: Both A and B + V

- Listen to teachers feedback

+ To talk about the different opinion they should use


structure: A likes but B likes
- Give feedback on Sts answers.
- Lead to the next part by saying:
All of you have different likes and dislikes, I myself
like science fiction film very much because I find it
really exciting. What about you?. Now we move to
task 2: Talking about the feeling of each kind of

- brainstorm

film.
3. Task 2 (10m)
TALKING ABOUT FEELING OF FILM
- Get Ss to brainstorm all the adjectives that can be
used to describe films, e.g. interesting, exciting,
fascinating, amusing, boring, horrifying ...
- Ss may confuse these adjectives with their ed
counterparts, so T should be ready to explain
the differences
E.g. I'm interested in action films vs. Action
films are interesting).
- Ask Ss to look at the adjectives in the right hand
column to see if they do not know any of the words.
- Explain the meaning of new words if a n y.
- I ntroduce the structure Sb find st/ sb + Adj.
which can be used to express one's opinion about
something or someone.
E.g.: I find horror films fascinating.
- Gets Ss to make sentences with the structure. T
needs to make sure that Ss get it right.
- Elicit the expressions of agreement and
disagreement:
Agreement
Disagreement
I (totally/partly) agree
I don't think so
Yes, exactly
Yes but ...
Right!
Do you think so?

- listen to teacher

- Listen to teacher

- Make sentences

- Give the answer

Sure!
- T may want to get across to Ss that direct
expressions like "I don't agree" or "I disagree" are
unacceptable in English because they're too assertive.
- Call on three Ss to read the model conversation
in the textbook. T corrects Ss' intonation and
pronunciation if necessary.
- Divide the class into small groups of 3 and
instructs Ss to find out what the other members of
their group feel about the given types of films. Ss
should base themselves on the model conversation.
- Go around offers help.
- Finally, call on some Ss to report their findings.
While they speak, T takes note of their errors if any
and corrects them after that.
- Lead to the next task by saying:
So you have different feeling about film but which
film do you prefer, cartoon film and science fiction
film? To express your preference for films, we
come to task 3
4. Task 3: (7m)
FIND OUT THE PREFERENCE FOR FILMS
- Introduce the structure "Prefer st to st", which
can be used to talk about one's preferences.
E.g.: I prefer romantic films to action films. Then get Ss to make sentences with the structure. T needs
to check that Ss can use the structure correctly.
- Call on two Ss to read the model conversation in
the textbook... T corrects Ss' intonation and
pronunciation if necessary.
- Then instruct Ss to work in pairs and find out
about their partner's preference for a particular
type of films, basing them on the model
conversation.
- Go around offering help.
- Finally, call on some Ss to report their findings.
While they speak, T takes note of their errors if any and
corrects them after that.

- Listen to teacher
- Read the model conversation

- Work in groups and do the task

Give the answer in front of the class

- Listen to teacher
- Make sentences

- Read the model conversation

- Work in pairs and do the task

- Give the answer in front of the class

Which film does you like best/have you seen? I want


you to share with the whole class. Now we move to
task 4 talking about films.
5. Task 4: (12m)
- let Sts watch a video of a student talking about the
film she has seen.
- Ask Sts to watch the video and imitate the way she
talks, take notes.and answer the questions in task 4
- Ask Sts to work individually to talk about the film
they have seen basing on the suggestions in the
textbook and the video they have watched.
- Finally, T calls on some Ss to share their talk about
the film they have seen in front of the class
- Elicit feedback from sts
- Give final feedback
- Give mark for the good presentation

- Watch the video


- Take notes
- Work individually to do the task
- Give presentation in front of the class
- Give feedback
- Listen to teacher

WRAPPING UP (4mins)
Homework (2 min)
Ask Ss to:
- Remember the expression of feeling and preference.

- Listen to teacher and take note

- Learn by heart all kinds of films and some


adjectives used to express the feeling about the film.
- Write a paragraph (100 words) about a favorite film
- Prepare the next lesson.-part C listening
Comments (2 min)
- Attendance
- Participation
- Strong points and weak points

- Listen to teacher