VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES. NGUYEN QUYNH TRANG DESINGING A SUPPLEMENTARY ENGLISH SPEAKING SYLLABUS FOR THE 10™ FORM STUDENTS AT THAI NGUYEN HIGH SCHOOL THIET KE CHUONG TRINH NOI BO TRO CHO HOC SINH LOP 10 TRUONG THPT THÁI NGU M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HANOI - 2010 VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES. SH NGUYEN QUYNH TRANG DESINGING A SUPPLEMENTARY ENGLISH SPEAKING SYLLABUS FOR THE 10™ FORM STUDENTS AT THAI NGUYEN HIGH SCHOOL THIET KE CHUONG TRINH NOI BO TRO CHO HOC SINH LỚP 10 TRUONG THPT THAI NGUYEN M.A MINOR THESIS FIELD; ENGLISH TEACHING METHODOLOGY CODE: 60 1410 SUPERVISOR: Dr. HOANG THI XUAN HOA HANOI - 2010 iv TABLE OF CONTENTS CANDIDATR’S STATEMENT i ACKNOWLEDGEMENTS ii ABSTRACT ili ‘TABLE Ol CONTENTS w PART A: INTRODUCTION 1 1.
The aim of the study 2 LLL Research question 2 TV. Scope of the stuily 2 V. Methods of the study 2 VIL Design of the study 2 PART B: DEVELOPMENT 4 CIIAPTER I: LITERATURE REVIEW AND THEORETICALBACKGROUND = 4 1.1 Definitions of syllabus: 4 1. What is an effective syllabus? 3 1.
Speaking skills and speaking uclivilies 6 1. The nature of spoken language 6 1. Successful speaking activities 9 1. Some common speaking activities 10 1.
Role - plays " CHAPTER II. RESEARCH METHODOLOGY 12 LLL Present situation 12 IT. The teachers 13 ILL. The textbook 14 PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW AND THEORETICAL BACKGROUND LL.1 Iefinitions of syllabus: In the history of forcignlanguage teaching, a tomerkable nnmber of syllabus defiritions have been given by acknowledged researchers, of which some are really worth noticing, A syllabus is generally taken as an expression of opinion on the nature of language and learning: it acts as a guide for both teachers and Icamars by providing some goals to be achicved, Widdowson (1984: 26) defines syllabus as *.
simply a framework within which activities can be carried out: a teaching device to facilitate learning, ” Analogically speaking, if leaming process is sean as a journey, the syllabus can be viewed as a statement of a prodicted routes with which teachors and learners not orlly have an idea of where they are going, but how they might get to the destination (Hutchinson and Water 1987: 84), They fivther simplify its nature: “At its simplest level a syllabus can be described as a statement of what is to be hem, Threflcas of language and linguistic poxformanen.” Unlike Yalden (1987:87) who detinas a syllabus simply as" A summary of the content to which Isamers will be exposed", Dubin and Qshiain (2000:27-28) bring about another meaning: "For whal we arc calling ‘syllabus’ mighl have the lille of emiculum *, plant, ‘course outline, or any number of other names. Whatever it is called, it is a document, which ideally describes: * Whal the lcamers are expected lo know at the end of the course, or the course objectives in operational tens. * What is to be taught or learned during the course, in the form of an inventory of items; + When itis to be laugh arutal whal vale of progress, telafing the inventory ofiletrs lo the diffstent levels and stages as well as the time constraints of the couse; » How it is to be taught, suggesting procedures, techniques, and materials; + How itis to he evaluated, suggesting testing and evaluating n harisms, The stand point of Dubin and Oshtain is practically usefidl and detailed for any attempt to design a syllabus, ‘'herefore, itis used as a guideline for the researcher during the syllabus designing process of this study. RATIONALE ‘There is a saying ‘A man who knows two languages is worth than two men’ this shows the importance and developing tendency of Icarning forcign languages.
Nowadays English becomes more popular than ever before, It is spoken all over the world and appears in all spheres of human life, It is considered a bridge connecting country with country, culture with culture. It is language of economy, education, entertainment, sports, etc. Although English is an international language, leammg and teaching English is a complicated process. In many countries, where Tnglish is leamed as z sacond language, those responsible curnculum and examinations have, in recent years, four skills: speaking skill, listening skill, roading skill, and writing skill All of these skills arc important, but spewking seems to be more important.
Like all language skills, speaking is also a crucial ficlor to second language acquisition, From informal talks with English teachers and school students, it is found out that at first, all beginners have a desire to lcar English and to spcak English as fluently as native speakers do: however, as time passing by they find themselves facing many difficulties that prevent them from gaining successful interactions. For 10th form students at Thai Nguyen high school, these problems have been detected as: (1) Students speaking abilities in Vietnamese are low and mixed as some of them come ftom mountainous areas and are ethnic peaple, some others do not have good background education. (2) Students are not motivated enough because some topics and situations are strange and not interesting to them, some tasks are nol suitable with their speaking competence. (3) The time allowance is nol enough for them to practice using the target language and the language they have learnt in authentic siluntions, which prevents them from developing speaking skills im the real world.
(4) And some students find it difficult to make their talks lively and persuasive even when they think their vocabulary and grammar is nol the question, Therefore, the analysis of the above- mentioned reality indicates that it is necessary to design a supplementary speaking syllabus for the 10th form students at Thai Nguyen High school to help them develop their speaking skill 7. Procedures of data collection 11. Dala Analysis, IL2. Data analysis and discussion 11.
Personal observations and interviews 1. THE PROPOSED SUPPLEMENTARY SPEAKING SYLLABUS FOR 10TH FORM STUDENTS AT THAI NGUYEN HIGH SCHOOL IIL 1. Goals and Objectives 117.Goals of the syllabus TIL. Objectives of the syllabus LIL3 Selection of content 1113.
Materials selection 1IL3. Organization of the syllabus 111. Talk about routines 113. Problem solving task 111.
Sharing personal experiences PART €: CONCLUSION REFERENCES APPENDIX, 1. What is an effective syllabus? Le (2001:12) believes thal there are a mumber of key concepls thal need serious consideration of the syllabus designars, The issue of affective factors in language learning can be put in the first place. As in Le's explanation, students tend to learn more easily when they fscl relaxed, and fun is considered an important ficlor in su ful langungs learning, Consequently, it is advisable that not only the teacher but also the syllabus designer should help to make the leaning process as relaxing as possible. In order to facilitate this, the syllabus designer should make the syllabus teflect the students! inisresls and motivation through a learners’ needs analysis covering various factors, such as age, gender, interests, and motivation, as well as their short-term and long-term needs (ibid.
Secondly, the role for learners in sytlabus design and generating materials or curriculum also needs lo be taken inlo account since this “changes leamners from passive receivers of information into active designers and users of syllabus content" (Hall, 1995 quoted in Le, 2001: 12). The last principle for an effective syllabus is concerned with the characteristics of good students, who are creative and experiment with language and have their own strategies for learning and practising language, Hence, a syllabus should take this into serious consideration and encourage the eiToetive development of such sludenls According ty Grimerl (1997; 14-19), an effeetive course syllabus shoukd be the integration of the following components. An ideal syllabus is expected to: * Establish a contact and connection between students and instructors * Sct the tone for the course * Desoribe your beliefx about leaming, teaching and assessment * Acquaint students with the structure of the course * Include handouts or detailed assignment descriptions * Identify students responsibilities for success * Tlelp students determine their readiness for the course * Stats how the course fits intothe cumieulurn and oF Hl program + Provide available learning resources » Communicate technology requirements for the course * Contain difficull-to-oblain reading materials + Desoribe effective student study habits * Include materials that support learning outside the classroom * Sorve as a earning contract (Grunert, 1997; 14-19) In addition, it is widely recognized that Bachman's model of communicative competence provides a potentially usefil famework for the design of language syllabus, Thus, as Phan (2005) states, these competences are suggested "as having to be equally combined in a teaching syllabus to offer learners a fuller understanding of the language" L2. SPEAKING SKILLS AND SPEAKING ACTIVITIES 12.
The nature of spoken language People use spoken language to express their ideas, opinions and feclings. They also use it to make sense of and confirm their understandings, to question and test their assumplions and to explore meaning. In other words, they use spoken language lo interact wath others for different purposes and to develop their understanding, of different registers, tones, and the use of expression language. ‘Io reach the purpose of communication, it is true thai spoken language is helped hy different means of non-verbal communication, The spzaker can vary his voice quality, adopting posture, gesture.
to express a great deal, Another noticeable feature of spoken language is that it typically contains many incomplete sentences. Byrne (1976: 95) say in contrast to written language where sentences are carcfully struchured and linkad logather, speech is characterized by incomplete and sometimes ungrammatical utterances and frequently false starts and repetitions" Brown and Yule (1982-68) also discuss spoken language in comparison with written language that: “written language is characterized by well-formed scntenecs which are integrated into highly structured paragraph. Spoken language, in contrast, consists of short, ollen fragmentary nllerances in a Tange of4 pronunciation, There is ollen a greal deal of repetitions and overlaps between one speaker and another, and speakers usually use non- specific references, In addition, the use of fillers such as “oh”, "well" makes spoken language less conceptually dense than other types of language" With the mature of spoken language, the tain goal of [sacking and learning speaking skills is oral fluency. Savignon (1991-77) reminds that "we are trying to get our learners to develop linguistic fuency not just the accuracy (.
We are equipping our students with took for generating umchcarsed language performance “oul there” when they leave the womb of our classroom", This can be regarded as the ability to express oneself intelligibly, reasonably, accurately and without too much hesitation. That means people can use language to express themselves with unfinished senlences, bul finally the other can understand and gel the necessary information, As a result, the speaker focuses more on what he wants to say than In addition, it is widely recognized that Bachman's model of communicative competence provides a potentially usefil famework for the design of language syllabus, Thus, as Phan (2005) states, these competences are suggested "as having to be equally combined in a teaching syllabus to offer learners a fuller understanding of the language" L2. SPEAKING SKILLS AND SPEAKING ACTIVITIES 12. The nature of spoken language People use spoken language to express their ideas, opinions and feclings.
They also use it to make sense of and confirm their understandings, to question and test their assumplions and to explore meaning. In other words, they use spoken language lo interact wath others for different purposes and to develop their understanding, of different registers, tones, and the use of expression language. ‘Io reach the purpose of communication, it is true thai spoken language is helped hy different means of non-verbal communication, The spzaker can vary his voice quality, adopting posture, gesture.
