Some experience to teach english speaking skill for students in grade 5 in dien bien 1 primary school

THANH HOA EDUCATION AND TRAINING DEPARTMENT
THANH HOA CITY EDUCATION AND TRAINING OFFICE
---------- & ----------
EXPERIENCE INITIATIVE
 SOME EXPERIENCE TO TEACH ENGLISH
SPEAKING SKILL FOR STUDENTS IN GRADE 5 IN DIEN BIEN 1 PRIMARY SCHOOL
—&–
 Writer: Nguyen Thi Thu Hà
 Position: English Teacher
 School: Dien Bien 1 Primary School
 Subject: English
Thanh Hoa 2019
INDEX
1. INTRODUCTION
PAGE
1.1. The reasons for choosing the topic
1
1.2.  The purpose of research.
2
1.3. The objects of research.
2
1.4. The method of research.
3
2. CONTENT
4
2.1. Theoretical basis of the experience initiative.
4
2.2 . Situation issues before applying experience initiative.
4
2.3. The solutions of implementation.
6
2.4. The effect of the experience initiative.
14
3. CONCLUSIONS AND SUGGESTIONS
16
3.1. Conclusion
16
3.2. Suggestions
16
1. INTRODUCTION
1.1 The reason for choosing the topic
	Nowadays the trend of international integration in many areas including the field of education has brought English up a very important position. English as a means of communication is the key to the treasure of humanity. On the other hand, the wide application of information technology has made learning English become urgent and indispensable. So learning English of Elementary School students is particularly concerned by students, parents, all the teachers of education in our country. English has become one of the main subjects in the curriculum of students.
	Learning and using of English require a diligent process of creative practice of both learners and teachers. Especially in the situation of education reform as currently, teaching English in view of communcation methods is widely supported. According to this method, students have many opportunities to communicate, to practise language and to participate in practical situations: Learning coupled with practising.
	Primary level English program has been implemented in all regions across the country. Innovation prominent feature of the content of this program is to privide maximum opportunities for students to practise four skills of listening, speaking, reading and writing on the topics and situations, communication contents related to environments living at home and abroad. The change in facilitating the teaching and learning of English in secondary schools becomes teaching living language instead of teaching words as many years ago. However, in practical English skills forged for students, teachers confronted with many difficulties, especially listening skill forged. Through my school in the city area, when students started to learn foreign languages, most of them were very interested in English, but eventually they fell tired of it. Most of them are very bad at speaking skill. It’s difficult for them to understand the content of an essay or dialogue they hear. 
	In my opinion, the purpose of learning English is to communicate it with the speakers. Speaking is the most difficult skill of all, especially for students living in the countryside or in the remote region. Through the years of teaching English in elementary school, I found that English communication skills of the students are still limited. To overcome this situation, I have researched some experiences to improve the speaking skill of primary students. The primary environment is the fundamental place forming habits and communication capacities. Frequent communication results in braveries for students without fears of making mistakes in public speaking. As for students lacking proficiency in the mother tongue language, they had a lot of difficulties in getting access to a foreign language. Their timidity makes oral communication limited greatly.This is why I choose the theme of experience initiative: “Some experience to teach English speaking skill for students in grade 5 in Dien Bien 1 Primary School”. I hope I will get more and more my colleague’s ideas which I can complete my knowledge and my subject. It can help my students improve the communication.
1.2 The purpose of research
	I am an English teacher in a primary school. I constantly research, activity innovate teaching methods to improve the quality of teaching and learning. I wrote this topic to share small experience with my colleagues to help students grade 5 of Dien Bien 1 Primary school improve the knowlegle and quality of English in communication.
	- Find out the current status of teaching speaking skills.
 - Build the basic of teaching English and the methods to help students communicate.
 - Evaluate empirical results and draw up useful pedagogical lessons.
1.3 The objects of research
	- Some experiences to teach English speakinging skill for students in grade 5 in Dien Bien 1 Primary School.
- Students of class 5D, 5E at Dien Bien 1 Primary school.
1.4 The methods of research
	With this topic I have applied the following methodology:
- Observe students .
- Interview students.
- Check and compare learning outcomes of students.
- Study the textbook program, instruction manuals.
- Discuss with experienced colleagues in professional meetings.
2. CONTENT EXPERIENCE INITIATIVE
2.1. Theoretical basis of the experience initiative
	Speaking skill is one of four key skills in teaching English to students with the ability to communicate quickly and practice to achieve the highest efficiency.
	Elementary students, who have just entered the first grade, find it very difficult to learn how to speak and write Vietnamese well. They face many difficulties at school and most of them are weak at four skills listening, speaking, reading and writing. Especially they are afraid of speaking English at school due to many different causes such as being psychocogical shy, cautious, afraid of being laughed at when they are wrong. There are too many students in the class, teachers do not have enough time to help students develop their speaking skills for each student. It is said good training will help to overcome the limitations on less.
	Developing speaking skill helps students with more practice conditions in the class, a foreign language class. It is necessary to review old and then introduce new lesson. All new knowledge is suggested gradually from the basic knowledge they have learned in the previous lessons. Therefore, students aren’t afraid of making new posts.
	Through practicing speaking, teachers help students acquire knowledge in an active way, overcome the inhibition of only certain classes of gifted students participate in speech, so it will attract all students in participating classes’s activities including moderate or week children.
	Enhencing the ability of students to behave in different situations, so students are interested and boldly confident when they practice communicating in English. School will become fun, funky and highly efficient.
2.2 . Situation issues before applying experience initiative
a. Advantages:
	- Dien Bien 1 Primary School is located in the center of the city. 	The school has a teaching staff who are young, fit, enthusiastic, capable of teaching and always love their job. Qualifications and standards are 100%. In the field of education, my school is always interested, focused on teaching and learning, always enables teachers and students to fulfill the duties and assigned targets. And the school has always received the active support of the local government for many years, the school was rewarded as the advanced school in the city.
	- Administrators of our primary school always care about and create favorable facilitities and profestional documents serving as teaching subjects: projectors, TV.
	- Most students prepare books and supplies for learning English 
b. Disadvantages:
	- Although our primary school is located in the center of the city, the situations of the students face many difficulties. There is not enough investment in English in time. Students also are not familiar with the method of learning in English listening skill as well as how to learn really effectively.Beside that, the total number of classes and students are overcrowded.
	- To the parents, they are also difficult to check or guide children to learn a foreign language at home by subjects, which parents do not know. They have limitedly accessed to communicate in English outside school hours.
	In addition, English is a difficult subject, the knowledge is difficult but takes less study time, and in the listening process they do not control what they will be listened. Words in tape are too fast, not familiar. A lot of new words, word stress, sentence stress, intonation are very different and difficult for students to understand the content. The questions is how we overcome these weaknesses in order to contribute to improve the learning quality of speaking skill, help students communicate more confidently in using English as a second language, be proficient in words, sentences, especially for students in as grade 5 students in Dien Bien 1 Primary School.
	In order to solve this problem, the first semester of school year 2018 - 2019, I had a small survey with two classes of grade 5 as follows:
Result:
Class
Total
Well- done (%)
Completed (%)
Uncompleted (%)
Total
%
Total
%
Total
%
5D
38
17
44,74%
18
47,37%
3
7,89%
5E
39
18
46,15%
19
48,72%
2
5,13%
Sum
78
35
44,87%
37
47,44%
5
6,41%
	With this result we can see the results of students in inadequate. The number of good students is low, while that one of weak students is high. So this fact requires teachers to find remedies, to help them improve their learning outcomes.
3. The solutions of implementation
	Introduce the purpose of practice speaking English skill. There are many ways to practice speaking English such as: Speaking in individually, in pairs or in groups. If students practice in pairs or in groups, teachers have to divide into pairs, speak in group prior to his students to practice with each other. Teachers also have the discipline required to practice.
	Practice speaking has to be systematic, ongoing and trould be followed the guideline from easy to difficult.
	Depending on the situations teachers should prepare the appropriate form of exercise for many pupils to practice speaking in each part of the lessons such as.
	Speaking of freedom: Teachers creat contexts, themes for students to practice speaking in pairs or groups. In this section teachers can use pictures, photos in and out of textbook or close topics to them and teachers should ask students to speak in real situations.
	Speaking is creating opportunities for students to communicate closely to real life. Teachers should encourage students to follow the guiderline test, accept mistakes. They should not make pressure, they will bring severe fear of making mistakes.
	Teachers should make maximum use of classroom time, creating opportunities for students to be able to use the learning means efficiently.
	Select a theme to develop, consistent with psychology, age and nature of such period of daily life, or the people on movie watched on television, on the favorite sport or someone they really, really love.
Teachers can question the nature of evil to students argue for exciting part.
Some solutions to develop speaking skill.
Solution 1: Impvoving the sudents’ awareness about learning how to communicate in English.
	Propaganda is the first method chosen to raise awareness for students.
As you know, some primary students don’t pay more attention to learn and communicate English because it is only a optional subject in primary schools. It is also a difficult subject at school. Therefore I always persuade my students about the importance of communicate English. If the students speak English well, they can communicate English with the speakers, they can travel over the world, they can be easy to make friends with the foreigners, they can chat with the foreigners on facebook or zalo, they can be easy to find a good job or read newspapers, stories or watch films in English. Thank to my persuasion, my students can understand why they should communicate in English. When they understand the important role of speaking, they will be hard- working to take part in communicating English effectively.
Solution 2:Teacher should communicate in English much more than in Vietnamese in the classroom language classroom.
	To help students speak English well, teacher should encourage students to use English as much as possible. Classes should provide opportunities for students to communicate in a variety of forms: Teacher - Whole class, Teacher-Student, Student-Student. The teacher is the person who guides the children to make simple situations and subject – based conversations.
	Beginning of lesson:
- Good morning. How are you?
- Did you have a nice weekend?
- Have you done your homework?
- Let’s play a game now, shall we?
- Are you ready?
	Ask for repetition:
	- Would you mind repeating......?
	- Could you say it again?
	- Pardon?
	During English lessons, Teacher should speak English much more than Vietnamese and use a mixture of the two languages.
English
Vietnamese
Both
Introducing the lesson
v
Checking attendance
v
Organizing
v
Classroom control/ discipline
v
Giving praise
v
Presenting new language
v
Introducing a new text
v
Asking questions on the text
v
Correcting errors
v
Setting homework
v
Solution 3: Impvoving communication through using pictures
	Nowadays, modern teaching methodology encourages the use of as many media, especially pictures as possible in classroom. At the same time, the innovation in English teaching at general education level demands that the schools should provide students with a good communicative skill in English. However, nowadays teaching English speaking at many primary schools as well as the using of pictures in English speaking classrooms to motivate learners haven’t been paid attention to. Therefore, this aims at researching the use of pictures in English speaking classes at primary schools and put forward some practical suggestions to improve the quality of English speaking teaching and learning. I usually use the pictures to help my students practice communicating in all of the lessons. My students are very practical when I use the pictures, my students can be easy to talk and understand.
 Unit 16: Where’s the post office?- Lesson 1- Part 5
	To revise the structure: Excuse me, Where’s the .....? Ask students look at the picture, ask and answer questions about directions. 
Example :
S1: Where’s the cinema?
S2: It’s between the theatre and the supermarket.
S1:Where’s the theatre?
S2: It’s opposite the stadium.
S1: Where’s the stadium?
S2: The stadium is on the corner of the street.
	I always try to use the pictures to teach my students how to communicate in the part “pre and post” for reading, listening and writing skills. This helps my students speak English everywhere and everytime.
	This is a closed and educational topic for students to learn because it helps them know how to take care of their family members and their friends when they have health problems.
 Unit 11: What’s the matter with you?- Lesson 1- Part 2
Teacher give model dialogues
	A: What’s the matter with you?
	B: I have a toothache.
	A: You shouldn’t eat too much candy.
	B: Ok. I won’t , thanks.
	A: What’s the matter with you?
	B: I have an earache.
	A: You should go to the doctor.
	B: Yes, I will, thanks.
	Give some pictures of activities then ask students to talk about where they will go and what they will do this weekend. Then ask students to retell their partners’ trip
 Unit 11: Where will you be this weekend?- Lesson 2- Part 2
Example:
A: Where will you be this weekend?
B: I think I will visit HaLong Bay.
A: How will you get there?.
B: I will get there by car.
A: Who will you go with?
B: I will go with my family.
A: What will you do?
B: I don’t know. I may explore the caves, swim in the see and build sandcastles.
Postcards:
	This weekend A will visit Hlong Bay. He/ She will go with his family. They will get there by coach. They may explore the caves play football and build sand castles. They will eat sea food and buy some postcards for their friends.
	Have students interview their partner about what his or her family members do in their freetime. Then retell the information in front of the class.
 Unit 13: What do you do in your freetime?- Lesson 2- Part 3
Example:
A: What do you do in your freetime?
B: I often read books.
A: What does your father in his freetime?.
B: I go fishing.
A: What does your mother in her freetime?.
B: I go swimming.
A: What does your younger brother in his freetime?.
B: I go skating.
A: How often does he go skating in his freetime?.
B: Once a week.
Retell: His/ Her father goes fishing twice a week in his freetime and his/ her mother goes swimming once a week.... .
Solution 4: Impvoving communication through working in pair and groups
	With this method, it is necessary for students to develop their ability to learn in a positive, active and creative way. They have to show themselves, find out and conquer the self. And in my opinion, through group work in some activities, when students have learned how to work in groups, they have the conditions to cooperate, learn from each other and take responsibility. Give responsibilities for special group members who self-dominate knowledge if the teacher organizes and guides well. Team teaching is an active method in which, the number of students is divided into groups in certain ways. In each group, students have chances to boot listening and speaking skill and learn from one another. They will be more confident in communicating in a foreign language.
Solution 5: Impvoving communication through games.
	Besides I carry out teaching methods that promote the activeness and creativity of today, I do it regularly and effectively, I often apply some learning games during lessons to redude cramming and to make the lesson more interesting, to help students active.
	Learning games are a special kind of game, not only help the students to entertain, but also to help them acquire knowledge through the game or reinforce what they have learned. A new teaching method could create an amount of inspiration and creativities for teachers. Each teacher has his own unique creativities during teaching process. If teachers repeat the same method in every lesson, students will get bored and even feel that lessons come as normally without inspiration and expectation. Games are also considered to be an important entertainment form. In fact, they could be used to consolidate material languages as shown above by the method of attracting students. In all every form, games could perform functions of exercises of practicing skill because we can review and introduce material languages in funny and well- organized ways through games. The method takes effects when students learn new words and sentence structures. On the contrary, games are often open-ended and student- centered. There are various types of games. Several ones focus on vocabularies or sentence structures. And there are games promoting both vocabularies and sentence structure. Here are several games that I usually apply to my lecture in my class:
+ Lucky number:
	Students select the 1-9 number they like. If they choose the lucky number, they don’t have to answer the question but get points (2 points for one). If it isnot the lucky box, the team must answer correctly to score points. If the team chooses not to answer, the chances of scoring for the opposing team (If both teams do not have the right answer, the chance will be for the audience). The winner is the team with more points. (If two teams score the same points, the winner will be the one with more lucky numbers). The sequence numbers of the crossword correspond to the question the teacher has prepared according to the content