Some Measures to Help students at grade 4 of Lang Chanh Town Primary School Develop English speaking Skills

CATEGORY
Page
Category
2
I. INTRODUCTION
3
1
Reason for choosing topic
3
2
Research purposes
4
3
Research subjects
4
4
Research Methods
4
5
New points of initiative
4
II. CONTENT OF INITIATIVE
5
1
Theoretical basis
5
2
Situation of the problem before the application of experience
5
2.1
Advantages 
5
2.2
Difficulties
5
2.3
Survey results
6
3
Measures used to solve the problem
7
1
Measure 1: Raise awareness for parents, students about the importance of English.
7
2
Measure 2: Organize learning activities, play reasonably create interesting learning
7
3
Measure 3: Study at home
10
4
Measure 4: Organize extra-curricular activities
11
5
Measure 5: Collaborate with organizations and mass organizations
11
6
Measure 6: Construction of school rules: Do not speak Vietnamese in English (except in some special cases)
11
7
Measure 7. Organize classes in the form of teams
11
8
Measure 8.: Provide opportunities for students to communicate with English-speaking foreigners.
12
4
Effectiveness of the initiative
12
III. CONCLUSIONS AND RECOMMENDATIONS
14
1
Conclusion
14
2
Recommendation
14
I. INTRODUCTION
1. Reason for selecting the topic
 We live in the twenty-first century of modern civilization, the century of science and technology. Our country is entering the stage of industrialization, modernization, integration with the international community. , especially when our country is officially a member of the WTO. The decisive factor in the success of industrialization and modernization is that the human resources of Vietnam are developed in both quantity and quality on the basis of the intellectual level. As a result, the education and training of our country has changed from education and training to teaching and learning methods in order to effectively contribute to the process of preparing the country's resources. Meeting the new educational objectives, the textbook program has changed positively: focusing on innovating teaching methods, teaching and learning activities based on positive activities of students under the organization. It is a good way of teaching and learning to develop independent thinking. It helps to develop the method, the need for self learning, the interest in learning, the confidence in studying for the students. Thus, the current school curriculum is geared toward such core core subjects and English is also the case.
English subjects are taught in elementary school later than other subjects, especially in mountainous areas in general and Lang Chanh in Thanh Hoa province in particular, but it is the key to open treasure of human knowledge. So students - human resources in the future, Must be fluent in this language with listening, speaking, reading and writing skills. However, it is undeniable fact that learning a foreign language in general and English in particular is a good listening comprehension. The purpose of learning a foreign language is to communicate but most students have the mentality of "shy talk", shy, not confident when communicating in English for many objective and subjective reasons such as: no environment Communicate in English, do not practice speaking at home or do not have friends to practice communication ... This explains in part why after completing the elementary program the number of students able to communicate in English at a basic level occupies a The rate is very modest.
Applying a new elementary English program developed from the point of view of communication is the main goal of the process of developing and developing communication skills: listening, speaking, reading and writing. teaching, teaching and learning English in elementary schools aims to provide students with the ability to use English as a basic level of communication and relatively well-versed in the form of Listening-Speaking-Reading-Writing, towards the formation of the ability to use English easily, effectively in normal communication. That is why I always find ways to help students use English to communicate effectively.
With practical experience teaching, exploring and referring to a number of resources I have found "Some Measures to Help students at grade 4 of Lang Chanh Town Primary School Develop English speaking Skills". I hope with This initiative can refer to, apply to overcome some of the "learning" does not go with the "onions" in the English language of students in general and primary students say private.
2. Purpose of the study
- Improve the quality of teaching and learning English for students in grade 4 in Lang Chanh Town Primary School, especially speaking skills.
- Test my own experiences in developing your students' English speaking skills.
- Develop English speaking skills for elementary students.
3. Research objects
- Students in grades 4A, 4B, 4C Lang Chanh town primary school school year 2017-2018.
4. Research Methodology
- Methods of document study, investigation, question-answer, time of colleagues, comparison of students' learning results, statistics ...
5. New features of initiative
5.1. Measure 6: Construction of school rules: not speaking Vietnamese during English lessons (except in some special cases)
5.2 Measure 7: Organize classes in the form of teams.
5.3. Measure 8: Provide opportunities for students to communicate with English-speaking foreigners.
II. CONTENT OF INITIATIVE
1. Theoretical basis
The Education Law 2005 (Article 5) stipulates that "educational methods must promote the positive, natural, active and creative thinking of learners, foster self-learning learners, Exercise and rehearsal. "
The goal of general education is to help students develop holistic, intellectual, physical, aesthetic and basic skills, develop personal ability, dynamism and creativity, To form the personality of the Socialist Vietnam,
build the character and responsibility of citizens, prepare students to continue to study or enter into working life, participate in building and defending the country. The general education program promulgated in conjunction with Decision No. 16/2006 / QD-BGDDT dated May 05, 2006 of the Minister of Education and Training also stated: "It is necessary to bring into play the positive, self-consciousness, initiative and creativity of the pupils, suitable with the characteristics of subjects, characteristics of pupils, conditions for each class, learning, the ability to cooperate, practice skills to apply knowledge into reality, affect the emotions, bring joy, excitement and responsibility for learning for students.
According to the project "Teaching and learning foreign languages ​​in the national education system in the period of 2008-2020", implementing new compulsory language training program at general education level, Completion of the primary education program at the first level according to the Association of Foreign Language Examination Executives (EEAS), ie 'Can understand, use the familiar structures; Basic terms meet specific communication needs. Can introduce themselves and others; Can respond to information about yourself such as where you live, relatives / friends etc. Can communicate simply if the speaker speaks slowly, clearly and willingly to cooperate with help.
2.Situation of the problem before the application of experience
2.1. Advantages:
- The Department of Education is always interested, instructed, directed closely and help timely for the teaching of foreign languages ​​of the school.
- The leaders of the school has always taken care of teaching and learning foreign languages ​​such as: supporting the purchase of teaching aids, attendance classes to draw experiences, encourage and promptly encourage teachers and Students take part in competitions: English-speaking festival, English on-line Olympics ...
- Most parents care about, help, coordinate well with teachers in their children's teaching and learning English.
- The teacher is enthusiastic, closed, eager to learn, good at teaching and always trying in teaching.
2.2. Difficulties:
- The school does not have classrooms dedicated to English subjects, audio-visual equipment is limited.
- Some parents do not understand the importance of English so there is a neglected attitude to learning English by their children.
- The majority of students are not aware of the importance of English, so they have not paid much attention to studying, learning to cope, go home to study hard, especially "afraid to speak". Long term will result in the completion of elementary school students do not communicate the basic.
- Some teachers have not prepared the visual acuity fluctuating lively, attractive, the organization of teaching is not rich enough ... so not exciting to learn English for students.
 Besides, if students just study in class and do not practice communication, they will not be able to create the required language skills. On the other hand, not all parents know to teach, test, help, guide their children to study at home. This is also a very difficult problem in supporting learning English for students at home.
- There is no English language environment for students to experience and practice listening and speaking skills, so students do not have the habit of using the knowledge learned in practice, so when using the language is not flexible, does not naturally lead to no confidence. Since then they are "hesitant" to use second language. As a result, many students get bored out of school, afraid to learn even afraid to learn English. So teachers need to pay attention to this psychology of students.
- Many extracurricular activities, or English speaking contests, have not yet been organized to create excitement, motivation and opportunity for students to apply knowledge into practice.
- Overcrowded classroom makes teachers unable to cover all students. Some disadvantaged families are not eligible to buy textbooks or homework assignments, so home study and review is limited.
2.3 Survey results
The results of the survey of students at grade 4 of Lang Chanh Town Primary school of the school year 2017-2018 are as follows:
Class
Number of students
Excilent
Good
medium
Weak
SL
%
SL
%
SL
%
SL
%
4A
28
4
14.2
7
25
12
42.8
5
17.8
4B
24
2
8.3
6
25
12
50
4
16.7
4C
24
1
4.2
6
25
11
45.8
6
 25
Total
76
7
9.2
19
25
35
47.9
15
15.9
**Data analysis
The results show that the English language skills of the students are very limited. Only 9.2% of the students speak well, 19% of the students complete the survey well, 47.9% of the students know and answered 5/10 sentences about personal information, and the content was learned, the remaining 15.9% students only ask and answer 1-2 or 3 sentences not even sentences. So if there are no positive and timely effects to change the situation then students will not be able to communicate in English at A1 level when completing elementary school.So I studied the practice, consulted friends, colleagues, books, the internet ... to find some of the measures below to overcome some of the weakness in English speaking skills of grade 4 Lang Chanh Town Primary School.
3. Measures used to solve the problem
3.1. Measure 1: Raise awareness for parents, students about the importance of English.
- Purpose: Help students and parents to be aware of the importance of English.
- Content and rule: Propagate and make realistic requests for students and parents to be aware of the importance of English. Ask your supervisor to coordinate with the grassroots level and related organizations to organize exchanges, English speaking days, English clubs .... Students and parents will be actively involved in learning English.
3.2. Measure 2: Organize learning activities, play reasonably create interesting learning
- Purpose: Create learning excitement for students
- Content and rule: Prepare the visual lively, attractive, flexible application of various forms of teaching organization. Teachers should use a variety of English and correct pronunciation, phonetics, intonation in class. Organize the activities of the first 15 minutes in English once a week. Organize diverse, regular games.
**Games should be used regularly:
Game 1: Slap the board
- Purpose:
+ Practice reading and reinforcing listening comprehension and word recognition.
Rapid reflex in children.
- Preparation: vocabulary learned, pastel.
- How to play: The teacher introduces the name of the game and draws some different figures on the board: circles, triangles, squares, rectangles, diamonds, .... Then record some new words to learn in the above picture. Play the team, the teacher divided the class into two teams and named each team, each team nominates each team should play with the other team. The two of you stand in front of the table at a certain distance and listen to the teacher read the words and then quickly hit the teacher's hand as read on the board, who beat fast and right will bring back his team 1 point. Continuing with the other pairs, the end is the number of words the teacher has written on the board.
- End of the game: If the team scores more points then the team wins, the winner will be given a clap or star.
* Note: This game can also nominate a good friend to read any words on the board for the two of you to hear and to read the words in the play. Can play in pairs or groups.
Game 2: Lucky number
- Purpose: Create exciting atmosphere, high concentration in class.
- Preparation: Prepare a number of questions and answers to the lesson.
- How to play: The table teacher consists of 15 squares and records any 15 natural numbers, which correspond to those 12 questions that students must answer, 3 sentences are 3 numbers Lucky number.Each lucky number is a point 10 and does not need to answer the question. Teachers divide the class into two teams.
- Each team will nominate a team leader to see who will be selected first, and in the group to discuss which decision to choose the number for the team leader, if they choose to hit the question with the teacher read questions and the group must discuss the answer, the correct answer is 10 points;
If the other team has the right to reply. Select the Lucky number box does not answer the question is still 10 points. 2nd time to the other team select the cell and do the same for the first time .... until all the numbers on the board have been chosen, the game ends.
- Ending the game: If the team scores multiple points then the team wins.
* Note: Can be changed to increase the competitiveness, creating exciting atmosphere by setting points, in 15 cells, 12 cells have 5 points, 2 cells have 10 cells and a special box is 20 points . Can change the question in accordance with content and time allowed.
Game 3: Hangman
- Purpose: Create an exciting and passionate learning environment that helps students review and test their vocabulary.
- Preparation: Word to play.
- How to play :
General implementation steps:
The teacher suggests the number of letters of the word to guess on the number of dashes on the board.
For example: AUSTRALIA, AMERICAN, ENGLAND
Ask students to guess by word in the word.
If the student guesses wrong, the teacher tiles a brick (in the order in the figure)
Students miss the wrong answer 8 times, the teacher answers from.
Follow the general steps as above, this game has no competition between the two teams. So, in the process of implementing most of the teachers there is a little improvement to increase the appeal for the game. For example, the teacher can divide the class into two teams and the teacher prepares two different vocabulary for the two teams, the team with more answers then the team will win. Alternatively, the teacher can divide the class into 4 teams, for teams to choose from and to play each other (team 1 quiz team 2, team 2 quiz team 3, team quiz quad team 4, quad team quiz 1)
Placing students in a game is also a way to increase student activeness and reduce the work load for teachers in the classroom.
Divide the class into 2 or 3 teams and name each team at the bottom of the rack that the teacher draws on the board. The teacher assigned the subject and asked the students to find a five-letter word, then each one had a brother on the board write the word out and read aloud to the class.
Continuing the second time, each team selected a volunteer on the board to record the number of letters of the teacher.
- Ending the game: Give a round of applause to the winning team.
* Note: Each turn on which no team on the board is also drawn a stroke.
Game 4: Bingo 
- Purpose: Strengthen, deepen knowledge, attract students to learn.
- Preparation: From.
- How to play: Play the checkered flag. The teacher on the board is 16 squares, composed of 4 vertical boxes and 4 horizontal boxes, and the teacher fills them in 16 numbers, of which 16 are 16 corresponding questions defined by the content of the lesson. Make 2 teams and assign Team A to Mark X, Team B to Mark O. Each team will nominate one team leader to select the umpire, the teacher will mark the team's badge in the box, and read the assigned question in each box for the other team to answer. Finally, the team that chooses the umbrella that holds the 3 symbols of their team in a horizontal, vertical or diagonal line shout Bingo.
- Ending the game: Give a round of applause to the winning team.
Game 5: Power Transmission
- Purpose: Help students test their vocabulary and change the atmosphere in their studies.
- Preparation: Vocabulary, sentences
- How to play: The class is sitting on the spot, the teacher sets the rules and calls starting with a young boy. He stands up and speaks a verb in English, and quickly switches to another friend to " At this point, B must speak another verb, if it is correct, then only fast to any C to transmit the next. Just do it if you do not have the right words, you have to hop around the class.
- Ending the game: Praise and rejoice for the right and fast you say.
* Note: Teachers must distinguish and analyze words from the right kind of students for the first time (be it noun, verb, or adjective ....) for good, average grade No need to distinguish from the type. This game is not fussy but still has a fun atmosphere, exciting and exciting during school hours for children.
Game 6: Flower Democracy
- Purpose: Forging the listening and speaking skills are structured into some simple sentence patterns learned.
- Preparation: An ornamental bonsai with colored paper flowers in which questions are written in English. For example: What is your name? ...
- How to play: Let the children play in the classroom, in turn to pick up flowers. Which flower picker, then read the question of flowers for the class to hear and answer questions in front of the class. The correct answer is rewarded and rewarded.
- Finish the game: Bring back the correct and fast answers. The teacher commented on the mistakes students made.
Game 7: Small tallk
- Purpose: Improve listening and pronunciation skills of words or sentences.
- Preparation: Some words or sentences according to the content of the lesson.
- How to play: Let the children play in groups of 4 or 5 or in sequence. The teacher will whisper a word or phrase directly to the first friend of the group, the first one will talk from the teacher heard in the second ear. Continue to the last of the group will say the word or sentence up if you say the correct 5 points is not wrong.
- End of the game: The end of the game is the team that wins many points.
3.3. Measure 3: Study at home
- Purpose: Practice speaking at home.
- Content and Method: Instruct students to practice speaking at home by talking to their family members who know English, simple structures, and conversational skills. If the family does not know English they can use mirrors, teddy bears or animals, favorite toys to talk in English like playing two shoulders. Watching movies,