Some measures to help students in grade 3 of My Tan 2 Primary school develop English speaking skill

1.OPENING
1.1. Reason for choosing the topic
         In order to keep up with the continuous development of the world, Vietnam is stepping up industrialization, modernization and integration with the international community, especially when Viet Nam is officially a member of the WTO. And Viet Nam is negotiating to become a member of the TPP Trans-Pacific Economic Agreement. The party and the state determine that the decisive factor is the human resources. The human resources must be developed in both quantity and quality on the basis of advanced intellectual level. In response to the demand, the education and training of our country has also gradually changed from the goals of education and training to the renewal of content, methods and forms of teaching and learning organization. To contribute effectively to the preparation of resources for the country. Besides, in order to broaden the eyes and exchange with other countries in the world, the first thing to pay attention to is the language level.Which language to communicate in today's most popular languages ​​is English. From the economic relations, in the scientific documents, documents ... now mostly in English. Therefore, the current school system is aimed at solving practical problems and English is the most important. 
 Although we are introducing English into the primary school system later than other subjects, especially in mountainous areas in general and Ngoc Lac in Thanh Hoa province in particular, it is the key. Opening the treasure of human knowledge, the common language that ties the world together. So students - future human resources, must be proficient in this language with listening, speaking, reading and writing skills. However, one undeniable fact when learning a foreign language in general and English in particular is that students can hear well but say not well. The purpose of learning a foreign language is to communicate but most students have the mentality of "afraid to speak", shy, afraid you laugh when speaking wrongly, do not confidently communicate in English for various reasons such as: No English communication environment, no speaking at home or no friends to practice communication... This explains in part why after completion of the elementary program the number of students can communicate in English at the basic level. The scale is very modest or absent.
 Currently, the new elementary English language program is developed from the point of view of communication as the main objective of the formation and development of communication skills: Listening - Speaking - Reading - Writing is the ultimate goal of the teaching process. Teaching, teaching and learning English in elementary schools aims to provide students with the ability to use English as a basic and relatively advanced communicative tool in the form of Listening-Speaking - Reading - Writing, towards the formation of the ability to use English easily, effectively in normal communication.
 Besides, the students of My Tan 2 primary school are nearly 100% of Muong ethnic children, they are still shy and not brave enough to communicate with those around them, especially new students in class 3. Familiar with English, speaking skills are limited. I am always anxious to find ways to help students use English to communicate effectively. However, at present there is no document that discusses this issue, colleagues and schools have no experience to overcome. Therefore, in order to solve this urgent problem, with my humble teaching practice experience and study some references, I boldly put forth, "Some measures to help students in grade 3 of My Tan 2 Primary school develop English speaking skill." I hope with this work is useful for my friends, colleagues who can refer, apply partly to their work in order to remedy the situation "learn" not accompanied "act" for the English subject of high school students in general and Elementary school students in particular.
1.2. Research purposes
  - Through this topic, I want to contribute a small part to helping them develop their speaking skill, for their bravery and self-confidence to reduce, and then there will be no more short students. Dilemmas and communication are not good in the classroom, in the classroom as well as in the whole school, the future will be the schools in the district.
  - Improve the quality of teaching and learning English for students grade 3 of My Tan 2 Primary school, especially speaking.
  - Examine your own experiences on how to organize, how to teach, and how to improve your students' English speaking skill.
1.3. Research subjects
 - Some measures to help students in grade 3 of My Tan 2 Primary School develop English speaking skill.
 - Grade 3A, 3B My Tan 2 Primary School, school year 2016-2017.
1.4. Research Methods
  - Method construction study theoretical basis; Method actual survey, collecting information; PP statistics and data processing.
2. CONTENT OF INITIATIVE EXPERIENCE
2.1. Theoretical foundation of the experienced initiative
 We already know that the Education Law 2005 (Article 5) stipulates that "educational methods must promote learners' self-efficacy, self-awareness, initiative and creative thinking, , The ability to practice, the passion of learning and the will to rise up. "The goal of general education is to" help students develop holistic, ethical, intellectual, physical and aesthetic. Basic ability, personal capacity development, dynamism and creativity, socialist personality formation, character building and civic responsibility, preparing students to continue to study or go into labor, participate in the construction and defense of the country" [1]. 
In part 2.1. from “ educational methods the country ” is used by reference number 3.
The general education program issued in conjunction with the Decision No. 16/2006 / QĐ-BGDĐT dated May 05, 2006 of the Minister of Education and Training also stated: "It must promote positive, self-consciousness. Students 'initiative and creativity are in line with the characteristics of the subject, the characteristics of the students, the conditions of each class, the pupils' self-learning method, the ability to cooperate and practice their skills. Apply knowledge to reality, affect emotions, bring joy, excitement and responsibility for learning for students’’ [2].
 According to the project "Teaching and learning of foreign languages in the national education system 2008- 2020 period" to implement the new program mandatory foreign language training at the School, completed primary education level 1 qualifications according to the Association of foreign language testing organizations in Europe issued (abbreviated as Foreign Language Framework) as 'can understand and use familiar everyday structures; the basic terms to meet specific communication needs. Can introduce yourself and others; can respond with information about yourself, such as where to live, relatives / friends etc ... [3]. Can communicate simply if the dialogue speak slowly and clearly and is willing to cooperate to help.
2.2. The real situation before applying the experienced initiative
2.2.1. Advantages:
 - The leaders and the Education Department always pay attention, instruct, direct and help promptly in the teaching of foreign languages ​​of the school.
 - The school always creates favorable conditions for teaching and learning foreign languages ​​such as: funding for teaching aids, attendance classes to draw experience, motivate and promptly encourage teachers and students participate in competitions: English on-line Olympics ...
 - The majority of parents are interested in, helping and coordinating well with their teachers in teaching and learning English.
 - Teachers are enthusiastic, close, eager to learn, professional and always try in teaching.
 - Students have the eager to learn, learn, explore new subjects.
2.2.2. Disadvantages:
 - The school does not have classrooms dedicated to English subjects, audio-visual equipment is limited.
 - Most families have difficult economic circumstances, parents have to go to work far away, no conditions to care about the child's education.
 - Some parents do not grasp the importance of English, so there is a negative attitude to their children's English learning.
 - The majority of students are Muong ethnic minority language ability is limited, shy timid psychology, not brave in front of the crowd leading to communication skills, especially speaking skills are not good.
In part 2.1. from “ It must be  for students ”is used by reference number 2; from “ Teaching and learning friends etc” is used by reference number 3.
  - The majority of students are not aware of the importance of English, so they have not paid much attention to studying, studying and dealing with homeless people, especially "afraid to speak". Prolongation will result in the completion of elementary school students do not communicate basic.
 - Some teachers have not prepared the visual acuity is lively, attractive, teaching organization form is not rich ... so not excited to learn English for students.
Besides, if you only study in class and do not practice communication, you will not be able to produce 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 they have learned in practice, so when using the language is not flexible, not natural. Lead to not confident. Since then they "hesitate" to use second language. As a result, many students get bored, even afraid to learn English 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 and opportunities for students to apply knowledge into practice.
 - The amount of English is too small (2 periods per week). There is not much time for students to deepen their knowledge, skills and practice in class.
 - Crowded classroom makes teachers unable to cover all students. Some disadvantaged families do not qualify for textbooks or homework assignments, so home study and review is limited.
2.2.3. Survey results
 Survey results students’ speaking skill in grade 3 of My Tan 2 primary school at the beginning of the school year 2016-2017 as follows:
Class
Number
Completed
Not completed
SL
%
SL
%
3A
17
10
58,8
7
41,2
3B
19
12
63,2
7
36,8
Total
36
22
61,1
14
38,9
 * Data analysis
     From the survey results, the English language skills of the students were very limited. Only 61.1% of the students completed the survey, while the remaining 38.9% asked and answered only 1, 2 or 3 sentences not even sentences. So if there are no positive, timely effects to change the situation then the student will not be able to communicate in English at A1 at the completion of primary school. So I studied the practice, consulted friends, colleagues, books, the internet ... to find out some of the measures below to overcome some of the limitations of English speaking skill of students in grade 3 at My Tan 2 primary school .
2.3. Innovations or solutions used to solve the problem
 	Measure 1: Organize extra-curricular activities [4]
 - Purpose: To create a natural English speaking environment, students have the opportunity to experience knowledge in practice.
 - Content and method: Organize extra fun, healthy and useful activities such as English club, English quiz, English singing contest, drama, storytelling, ringing Gold, English-speaking festival.... Extracurricular activities must ensure that the opportunity for students to use the knowledge they have learned in communicating in specific situations and content must revolve around themes attached. With reality around their lives. Since then they have more motivation and interest to learn English effectively.
	Measure 2: Organize learning activities, play with excitement to create interesting learning [4]
 - Purpose: Create interesting learning experiences for students, evoke passion in English.
 - Contents and methods: Preparing the visual lively, attractive, flexible application of various forms of teaching organization. The student should use a lot of English and practice correct pronunciation, phonetics and intonation in class. Organize activities for the first 15 minutes in English once a week ... Organize diverse, regular games.
	* The game should use regularly:
	Game 1: The flower bloom [5]
 - 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 pickers, then read the question of flowers for the class to hear and answer questions in front of the class. Those who answer correctly are rewarded and given a reward.
 - The end of the game: Bring back the correct and fast answers. Teachers comment on the mistakes students make.
	Game 2: Small talk (whisper) [5]
 - Purpose: Forging the listening and pronunciation skills of words or sentences.
 - Preparation: Some words or sentences according to the content of the lesson.
In part 2.3. Measure 1 and Measure 2 are used by reference number 4; Game 1 and Game 2 are used by reference number 5.
 - How to play: Have them play in groups of 4 or 5 or in sequence. The teacher will whisper directly a word or phrase to the first friend of 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 the correct 5 points are wrong to say no point.
 - The end of the game: The end of the game is the team that wins many points.
 * Note: Each turn on which no team on the board is drawn a stroke.
Game 3: Lucky number [5]
 - Purpose: Create exciting atmosphere, high concentration in class.
 - Preparation: Teachers have prepared some questions and answers that follow the lesson.
 - How to play: The 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 which are number lucky. Each lucky number is each of 10 and does not need to answer the question. The teacher divides the class into two teams and named, each team appoints a team leader to check whether the first team member is in the group and discuss the decision to choose the leader. There is a question, the teacher reads the question and the group must discuss the answer, the correct answer is 10 points; If the wrong team is entitled to answer. Select the lucky number box does not answer the question is still 10 points. Second time to another team select the cell and do the same for the first time.... until all the numbers on the board have been chosen then the game ends.
 - The end of the game: If the team scores multiple points the most that team will be won. 
 * Note: Can be changed to increase competition, create exciting atmosphere by setting the points, in 15 cells, 12 cells have 5 points, 2 cells have 10 cells and a special box is 20 points . The question can be changed according to the content and time allowed.
Game 4: Slap the board [6]
 - Purpose:
+ Practice reading and reinforcing listening comprehension and word recognition skills.
+ Practise students’ fast reflex .
 - Preparation: Vocabulary learned, pastels.
 - How to play: The teacher introduces the name of the game and draws a number of different figures on the board: circles, triangles, squares, rectangles, diamonds, and loops. Then record some new words to learn in the above picture. Play in 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 quickly hit the teacher's hand as read on the board, anyone beat fast and right will bring back his team 1 point. Continuing with another pair, the end is the number of words the teacher has written on the board.
In this page Game 3 is used by reference number 5; Game 4 is used by reference number 6.
 - The end of the game: If the team scores multiple points then the team wins, the winner will be given a clap.
 * Note: This game can also nominate a good friend to read any words on the board for two of you to hear and read the words read. Students can play in pairs or groups.
Game 5: Hangman (Hangman) [5]
 - Purpose: Create a fun and enthusiastic learning environment that helps students review and test their vocabulary.
 - Preparation: Words to play.
6
4
3
2
1
5
7
8
 - How to play :
        General implementation steps:
 The teacher suggests the number of letters of the word to be guessed by the number of dashes on the board.
 For example: KITCHEN, BATHROOM, LIVING ROOM [7]
 Ask the 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 guess wrong 8 times then lose, teachers answer from.
Just like the general implementation 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 modification to increase the appeal of the game. For example, the teacher can divide the class into two teams and the teacher prepares two different vocabularies for the two teams, the team that has more answers then the team will win. 
In this page Game 5 is used by reference number 5; Example is used by reference number 7.
Alternatively, the teacher can divide the class into 4 teams, for the teams to choose from and to make quizzes (team 1 quiz team 2, team 2 quad team 3, quad team quad team quad, quad quad team quad)
 Having students fill in the game is also a way to increase student activeness while reducing the work load for teachers in the classroom.
Divide the class into 2 or 3 teams and name each team at the foot of the hangar that the teacher draws on the board. The teacher sets the topic and asks students to find a five-letter word, then each one has a brother on the board to write the word out and read aloud to the class.
      Continuing the second time, each team would choose a volunteer on the board to find the required number of letters from the teacher.
 -The end of the game: Give the applause to the winning team.
 - Purpose:
+ Practice reading and reinforcing listening comprehension and word recognition skills.
+ Practise students’ fast reflex .
 - Preparation: Vocabulary learned, pastels.
 - How to play: The teacher introduces the name of the game and draws a number of different figures on the board: circles, triangles, squares, rectangles, diamonds, and loops. Then record some new words to learn in the above picture. Play in 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 quickly hit the teacher's hand as read on the board, anyone beat fast and right will bring back his team 1 point. Continuing with another pair, the end is the number of words the teacher has written on the board.
 - The end of the game: If the team scores multiple points then the team wins, the winner will be given a clap.
 * Note: This game can also nominate a good friend to read any words on the board for two of you to