Some methods help students in grade 5 develop their speaking skill the most productively

 INTRODUCTION
1.1. Selected topics reasons 
          English is considered to be an international language. Many countries in the world consider English as the second language in their countries, therefore English plays an important part in communicating in many fields such as: culture, politics, education, tourism, trade, and diplomacy, the integration with the international community and the region, access to information sciences, engineering, social and cultural as well as political events worldwide. Our country is on the path of innovation, expanding relationships with many countries around the world. Especially after Vietnam joined the WTO, English is used more and more widely. Thus the teaching and learning of foreign languages ​​in general and English in particularly was taught earnestly in schools from primary level which is implementing the education goals that help develop personality to meet the demands of age. Together with other subjects at primary school, English plays an important part in developing students’ understanding, thought and knowledge. Because of the above reason, English has been taught in a primary school for a long time in order to create good conditions for student to catch up with the tend of times and teaching language is the same as the other subjects which gives students the communication skills, application skills, creative skills..... But the difficulty of learning a foreign language is to learn a new culture, a new customs. In order to promote the students to learn four skills effectively, specially speaking skill requires all teachers have to find out the suitable skills, the appropriate methods for each situation in communicating process.
            Recognizing the importance that, teachers themselves are taught English at the elementary level are responsible for equipping students with basic knowledge capital, stable so they can learn English well from primary school, which helps them with basic knowledge to communicate the simple situation with the foreigners. I myself always try to raise up the profession, which I learn from the experiences of teachers, colleagues, as well as explore innovative teaching methods are effective, attractive students, constantly improving quality of teaching hours. In the framework of this article I would like to mention the problem “Some methods help students in grade 5 develop their speaking skill the most productively”
1.2. Research objectives:
I chose this topic for the purpose to help students develop their speaking skill in communication and help them feel more confident in communicating; they can use the language more flexibly and productively.
 	I given some appropriate methods and tips when teaching speaking skill to elementary students at school
1.3. Subjects and Methods:
Students in grade 5 at DanLuc Primary School
Apply appropriate methods when teaching speaking skills to elementary students.
1.4. Forms of research:
- Interview
- Answer
- Conversation template
- Presentation 
- Through the game.
2. CONTENTS
2.1. Rationale
“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 for them to learn how to speak and write Vietnamese well. They face many difficulties at school and most of them are weak all four skills listening, speaking, reading and writing. Especially they are afraid of speaking English at school due to many different causes such as psychological 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. Organization says good training will help to overcome the limitations on less.
            Developing speaking skill helps students 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 are not afraid of making new posts.
            Through practice speaking help students acquire knowledge in an active way, overcoming the inhibition of only certain classes of gifted students participate in speech, so it will attract all students in participating classes’ activities including moderate or weak children.
            Enhancing the ability of students to behave in different situations, so interesting and boldly confident when students practice communicating in English. School will become fun, funky and high efficiency.
2.2. Situations
At school, students have many different subjects, so they spend a little time learning English.
Some students live far from their parents because of their poor condition, so they are lack of their parents’ interest.
Practice speaking is usually done in pairs, in groups so students often make noise in the class. Teachers do not have enough time to check students’ mistake and some students will do the private work.
There is not well equipment enough to practice.
Therefore, it is necessary for teachers to have good pedagogy, creative initiative, improved methods are practiced in many different forms, many different types of exercises appropriate for content of each lesson to inspire interesting and motivating all students enthusiastically practiced.
Teachers often have the most attractive methods as well as good innovation in order to promote students to learn how to speak English well and fluently. Teachers often give more games or suitable methods during speaking English lesson so as to encourage students speak English whenever they want.
Because of the actual situation, the survey result of students in September is shown as following:
Grade 5
Total of students
Complete
Incomplete
First year
88
SL
%
SL
%
63
71.6
25
28.4
2.3. Implementing solutions
 Introduce the purpose of practice speaking English skill. There are many strict 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 the couple, speaking 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, follow 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 (Production):Teachers create 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 real situations
 Speaking is creating opportunities for students to communicate closely resembles real life. Teachers should encourage students to follow the guideline 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 learned corpus means and efficiently.
 Select a theme to develop, consistent with psychological, age and nature of such period of daily living, or the movie being watched people on television, on the favorite sport or someone they really, really work.
 Teachers can question the nature of evil to students argue for exciting part.
* Some types of exercises used for developing speaking skill
Unit 2: I always get up early. How about you?
Lesson 2. Part 3. Let’s talk.
 After practicing speaking in lessons 1 and 2, the teacher gives a summary sheet [ 2] to help them interview their partners about daily routine and how often they do those activities. Encourage them to talk about their day. And then have students to report the information they’ve got from their partner in front of the class. 
Activities
Mon.
Tues.
Wed.
Thurs.
Fri.
Sat.
Sun
Frequency
surf the internet for project.
√
√
twice a week
ride your bike to school.
√
√
√
√
√
five times a week
have English lessons.
√
√
√
√
four times a week
do morning exercise.
√
√
√
√
√
√
six times a week
go fishing.
√
once a week
Example.
A: What do you do in the morning?
B: I do morning exercise.
A: How often do you do morning exercise.
B: Six times a week.
	A: How often do you surf the internet for project?
	B: I do it twice a week.
Unit 4: Did you go to the party?
Lesson 2 part 3. Let’s talk
The teacher introduces the situation yesterday was Mai's birthday and asked students who was invited to the party answer the questions from his or her classmates about the things related to the party ( Give pictures [3] and ask students give some information before practice speaking )
Give model dialogue: 
Student 1: Did you go to Mai’s birthday party yesterday?
You : Yes, I did
Student 2: What presents did you give to her?
You : A pink clock
Student 3: What did you do there?
You : I sang and ate cakes.
Student 4: What was the party like?
You : It was interesting
Student 5: Did you enjoy the party?
You: 	Yes, I did
Unit 5: Where will you be this weekend?
Lesson 2 part 3. Let’s talk
Give some pictures of activities [ 1] 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.
EX:
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 coach.
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, play football and build sand castles
A: Did you eat sea food?
B: Yes, I did.
A: Did you buy souvenir for your friends?
B: Yes, I did.
A: What did you buy?
B: Postcards
(This weekend A will visit HalongBay. 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 friend)
Unit 6: How many lessons do you have today?
Lesson 2 part 3. Let’s talk
Teacher gives a timetable in English. Then ask students to answer some 
questions about their subjects at school.
Timetable
Monday
Tuesday
Wednesday
Thursday
Friday
Maths
Vietnamese
English
Music
Vietnamese
Maths
Science
Art
Maths
English
PE
History
Geography
Maths
Vietnamese
Art
Vietnamese
English
Vietnamese
Maths
Example:
What lessons do you have today?
How many lessons do you have today?
How many lessons do you have on Monday/ Tuesday/?
When do you have English?
How often do you have English?
What is your favorite subject?
Unit 9: What did you see at the zoo?
Lesson 2 part 3. Let’s talk
After finishing part 1 and 2, teacher asks students to answer the questions 
about the zoo.[ 3]
Example: 
1. Where did you go last weekend?
2. Who did you go with?
3. How did you go there?
4. What did you see at the zoo?
5. What animal do you like? Why?
Unit 10: When will sports Day be?
Lesson 2 part 3. Let’s talk
Teacher asks students to talk about the Teacher’s Day [ 3] by answering the following questions.
When will Teacher’s Day be?
Will your school celebrate the festival?
Where will it be taken place?
Are you going to play foot ball on that day?
What are you going to do on the Teacher’s Day?
Unit 11: What is the matter with you?
Lesson 2: Part 3. Let’s talk.
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. [1]
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 a fever.
A: You should take a rest
B: Yes. I will, thanks
Unit 12. Don’t ride too fast. Lesson 1: Part 3. Let’s talk. 
Give some pictures [ 1] then ask students to give the warning.
Example: 
A: Don’t play with the knife because you may cut yourself.
B: OK, I won’t.
Unit 13: What do you do in your free time?
Lesson 2 Part 3. Let’s talk.
Have students interview their partner about what his or her family members do in their free time [ 3]. Then retell the information in front of the class.
Example:
	A: What do you do in your free time?
	B: I go swimming.
A: What does your mother in her free time?
B: She plays badminton.
A: How often does she play badmintons
B: Twice a week
A: What does your father do in his free time?
B: He plays volley ball.
A: How often does he play volleyball?
B: Three times a week.
( Retell: His/ her mother plays badminton twice a week in his free time and his/her father plays badminton three times a week.)
Unit 15: What would you like to be in the future?
Lesson 2. Part 3. Let’s talk
	Give picture of jobs then ask students to talk about their future jobs [ 3] and the reason why they choose those jobs?
Teachers ask students to look at the picture and give a list of career words and discuss their future careers and give reasons for their future career
 Jobs
Artist
Doctor
Nurse
Farmer
Teacher
Pilot
	Teacher ask students to take a survey of the favorite job by asking the following questions (Work in group six)
Example:	Nam: What would you like to be in the future?
Hoa: I would like to be a nurse
Nam: Why would you like to be a nurse?
Hoa: Because I would like to take care of sick people.
Jobs
Name
Position
nurse
Hoa
doctor
teacher
pilot
artist
farmer
singer
police
Unit 17: What would you like to eat?
Lesson 2 Part 3: Let’s talk.
	Teacher give pictures [ 3] the ask students to answer the questions about their favorite food and drink. And then give make a good menu for their family.
Example:
A: What food do you like?
B: I like fish.
A: How much fish do you eat every week?
B: 500 grams.
	A: What drink do you like?
	B: I like milk
	A: How much milk do you drink every day?
	B: Two cartons
Unit 18: What will the weather be like tomorrow?
Lesson 2 Part 3: Let’s talk.
This is also a topic that foreigners are very interested in communicating in
English so teachers should provide more words just for weather phenomena of the regions and provide weather icons [ 3] for students to observe. Teacher asks students to ask and answer about the weather in different areas as well as the seasons. 
Model dialogue:
A: Where do you live?
B: I live in Thanh Hoa
A: How many seasons are there?
B: There are four.
A: What are they?
B: They are summer, spring, autumn and winter
A: What’s your favorite season?
B: It’s spring.
A: What’s spring like?
B: It is often warm and there are lots of flowers.
A: What do you do in spring?
B: I often go camping
A: What will the weather be like tomorrow?
B: It will be hot and cloudy.
2.4. The results 
I have applied this for a school year 2016-2017, thank to the interest of the principal and students’ parents, the endeavor of the students and especially my dedication to creatively explore every period teacher training which the hope that I will bring students more interest in learning English. They feel more confident to learn how to speak English than they used to. They found it more interesting to learn English. They often speak English in the class more fluently than before., I am pleased with the development of speaking skill in each lesson.
The result which I have got from the teaching process was shown:
Grade 5
Total of students
Good completion
Completion
Incompletion
First year
88
SL
%
SL
%
SL
%
63
71.4
25
28.4
The first term
88
25
28.4
50
56.8
13
14.8
The mid second term
88
30
34.1
52
59.1
6
6.8
3. CONCLUSION AND RECOMMENDATIONS
3.1. Conclusion
Personally, it is not difficult to speak English well, but the difficulty of 
teaching and learning is to find a suitable ways, the teacher must know how to encourage students when they’re right, and when they are wrong Teacher knows how to make them be self-confident, and guide them to communicate in English in class, teachers should ask good students to help weak students. Teachers have to constantly search for creativity to each lecture effectively.
Above are a few of the experiences themselves pulled out through the teaching process, is limited. I hope the sincere comments of friends and colleagues to light my innovation more completely.
3.2. Recommendations and suggestions.
- In order to help students develop their speaking skill as well as apply my Initiative productively, I hope that there will be more English speaking contests at school and English speaking club for students to show their ability
- Organize the English-speaking clubs in each class.
- Organize the English speaking contest on the occasion of Teachers' Day.
The headmaster’s remark
Thanh Hoa, April 15th, 2017
Commitment
I am sure my experience initiative is mine
I do not copy.
Writer
 Nguyen Thi Uyen
References
- [ 1]: On the “Student Book 5of Educational Publisher”.
- [ 2]: On the “Teacher's Book 5 of Educational Publisher”.
- [ 3]: Some pictures from the “ Soft books” on the internet.
Content Text: 
Page
INTRODUCTION
1
1.1. Selected topics reasons 
1
1.2. Research purposes 
1
1.3. Subjects research 
1
1.4. Research method 
2
2. CONTENTS
2
2.1. Rationale
2
2.2. Current situation
2-3
2.3. Research Methods 
3-10
2.4. The effectiveness of the initiative
11
3. CONCLUSION AND RECOMMENDATIONS
11
3.1. Conclusions 
11
3.2. Recommendations 
11
THANH HOA EDUCATION AND TRAINING DEPARTMENT
TRIEU SON DEVISION OF EDUCATION AND TRAINING
EXPERIENCE INITIATIVE
SOME METHODS HELP STUDENTS IN GRADE 5 DEVELOP THEIR SPEAKING SKILL THE MOST PRODUCTIVELY
	Initiative writer: Nguyen Thi Uyen
	Position: Teacher 
	Working place: Danluc Primary School
	Experience of the initiative: English
THANH HOA, YEAR 2017
DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Uyên
Chức vụ và đơn vị công tác: Giáo viên trường TH Dân Lực
TT
Tên đề tài SKKN
Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh...)
Kết quả đánh giá xếp loại (A, B, hoặc C)
Năm học đánh giá xếp loại
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