https://docs.google.com/spreadsheets/d/1OKDuwrCW1hn1UyqnT-_2h1_WT9kt1ppCMR2GUoiCXlc/edit?usp=sharing

Question 2: Communicative Activities in the Classroom

In my classroom, I use a variety of communicative activities to help students practice speaking in a natural and engaging way. One of my favorites is role-playing, where students act out real-world scenarios like ordering food in a restaurant, asking for directions, or attending a job interview. This allows them to use language in a meaningful context and gain confidence in speaking.

Another activity that works well is information gap tasks. Students are paired up and given different pieces of information, and they have to ask each other questions to complete a task. For example, one student might have a train schedule while the other has a list of tourist attractions. They must communicate effectively to plan a trip together. This encourages spontaneous speaking and problem-solving.

I also like using "Find Someone Who…" as a warm-up activity. Students walk around the classroom, asking their classmates questions to find someone who meets certain criteria, such as "Find someone who speaks two languages" or "Find someone who has traveled abroad." This helps them practice asking and answering questions naturally.

Another great way to get students talking is through debates and discussions. I often introduce a topic and have students share their opinions. For example, we might discuss whether students should have longer school holidays. Debates push students to think critically, express their ideas clearly, and listen to different perspectives.

Lastly, storytelling and picture prompts are excellent for creative speaking practice. I might show a series of pictures and have students work in groups to create a story, each adding one sentence at a time. This activity encourages imagination and fluency, making speaking fun and less intimidating.

Question 3: Challenges and Benefits of Different Speaking Approaches

Each teaching method has its strengths and weaknesses when it comes to speaking practice. The Grammar-Translation Method (GTM), for example, is great for helping students understand grammar rules and vocabulary. However, it does not give them much speaking practice, which can make it harder for them to communicate in real-life situations. To address this, I sometimes have students translate a short paragraph and then summarize it orally, so they still get speaking practice while learning structure.

The Audiolingual Method (ALM) is useful for developing pronunciation and listening skills because of its repetition drills. It helps students get familiar with sentence patterns and improves their accuracy. However, since it focuses mainly on memorization, students often struggle with spontaneous conversation. To balance this, I use drills at the beginning but then move into role-playing or dialogue-building activities to help students apply what they’ve learned in a more natural way.

Communicative Language Teaching (CLT) is my preferred approach because it encourages real communication and interaction. Activities like role-plays, discussions, and information gap tasks help students become more confident and fluent. However, implementing CLT is not always easy. Some students feel uncomfortable speaking freely, especially if they lack vocabulary or confidence. Others may struggle with open-ended tasks because they prefer structured grammar lessons.

To overcome these challenges, I always pre-teach essential vocabulary before a communicative activity, so students feel more prepared. For shy students, I start with pair work before moving to larger group discussions, so they feel less pressure. I also make sure to give clear instructions and model the activity first, so students know what to do. These small adjustments make a big difference in helping students engage and succeed in speaking activities.

Overall, CLT is effective in building fluency, confidence, and engagement, but it requires careful planning and classroom management. I find that combining elements from different approaches works best, ensuring a balance between accuracy (grammar-focused learning) and fluency (communication-based practice).

https://docs.google.com/document/d/1RPcZOJS6xGXP8056tHAmwjjz8U5PiUfP/edit?usp=sharing&ouid=116354916686323357324&rtpof=true&sd=true

https://docs.google.com/document/d/1d921eLCTfJEEVLrRSrNmWvOCR7xuBFOImYmDn69sxzs/edit?tab=t.0

https://drive.google.com/file/d/1_YtUZMAOHmwmsBktrgureUSjE6YxVtMa/view?usp=sharing

https://docs.google.com/document/d/1Bf11lZZNiW9zD-fIe1LUodk0sciW0PUsILPMaTujGHw/edit

Don't worry! 😂🤣 It is among the top three most recommended books in ELT by Pearson Publishing House and is quite easy to read, with no dogmatic theories.

This is my contribution. I shared you some interesting things in my class, which I still deeply self-appreciate until now. Actually, I just the general outline of that lesson plan, but just see it as my little contribution. That was a lesson that my students were so engaging and enjoyed it. Hope it useful.

https://docs.google.com/document/d/11_wDPRWVxxF1ZYK3SbhWS1jYVCR509Oux0CIv1tvFa8/edit?usp=sharing

My name is Thái Bình and I'm from group 9. Here is my contribution for your group. Wish you all the best!

https://docs.google.com/document/d/1EmjN9lwo2sE0ie5DuXhZ_P9g0jDNbtqP/edit?usp=sharing&ouid=104950112078693583775&rtpof=true&sd=true

https://drive.google.com/file/d/1veuZRdZvrG3a9a743wIr8XsK1rKjFCG8/view?usp=sharing

https://docs.google.com/document/d/1HAVzEwWsXen3lU-jpsbbMW7D-h155A5capyOUxo-aOM/edit?tab=t.0

https://docs.google.com/document/d/1hTj9tG24dtW87BOIeP9FfOu07KLDL6sTFLQ4gIf4i00/edit?tab=t.0#heading=h.x6ybmlz80lwi

P/s: Due to my bad health conditions, I couldn't answer the questions as well as I planned. Badly sorry for that :(

https://docs.google.com/document/d/1tAoxWRkVMDJCPkLCMFe4lpN0P6bl4Qg_JRWr40WMIMI/edit?usp=sharing