(SKKN 2022) Some techniques to improve English speaking skill for grade 3 Students.

THANH HOA EDUCATIONINDEX & TRAINING DEPARTMENT Page THANH HOA CITY EDUCATION & TRAINING OFFICE 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 INTRODUCTION Reason for choosing topic Research purposes Research objects Research Methodology New points of the initiative CONTENT Theoretical background Status of the problem before applying the experience initiative 3-4 Solutions 5-17 EXPERIENCE INITIATIVE The effectiveness of the experience initiative for education 17 activities with themselves, and the school SOMEcolleagues TECHNIQUES CONCLUSION AND RECOMMENDATIONS 18 TO IMPROVE ENGLISH SPEAKING SKILL 3.1 Conclusion 18 FOR GRADE STUDENTS 3.2 Recommendations 18-19 The implementer: Nguyen Thi Mai Position: Teacher School: Quang Phu Primary School Subject: English THANH HOA, 2022 INTRODUCTION 1.1 Reason for choosing topic In a short period of time English displaced other languages and became one of the leading means of communication worldwide Its domination continues to extend The modern world of media, mass communication, and Internet demands good knowledge of English, especially of spoken English Every person wishing to get the benefits of modern education, research, science, trade, etc., knows that it is impossible without a working knowledge of the English language and good communication skills A person without oral communication skills will suffer in this era of competition and may find it difficult to achieve a higher position Nevertheless, most Vietnamese students are not able to communicate in English fluently for many reasons The present study is devoted to the research of the issue of speaking skills of today's students in Viet Nam and to the existing methods of enhancing speaking skills of elementary level students It is also related to discovering the reasons of unwillingness to communicate and the ways to overcome the language barrier In Viet Nam, English is currently a compulsory subject for secondary school and higher levels It is an elective subject and will become a compulsory subject for primary school in the near future English is also not strange to the students It has been the concern of parents and students They also saw the importance and necessity of English when they applied it to their life or the economic and social fields However, many students, especially students living in the suburb are not aware of the importance of learning English Time for learning at school is not long enough; each lesson has many new words and phrases Most of teachers have not been trained to teach at the elementary level And particularly, lack of facility and teaching equipment also effects learning and teaching English So teachers should provide students with exciting learning environment Teaching methods are innovative, scientific and effective Because elementary students only familiarize with simple communication patterns, short passages or simple conversations Thus, making students enjoy learning English is giving them confidence in using foreign language and communicating with others or learning English better Especially, for primary students, learning and playing has always an effective coordination, giving them real passion on subject Therefore, I want to share with colleagues some experience of teaching English through the initiatives:"Some techniques to improve English speaking skill for grade students” 1.2 Research purposes - To contribute to innovate English teaching methods at primary school in the direction of promoting positive, creative initiative of students, strengthening individual activities in combination with learning exchange - Form and practice the skill of applying knowledge into the communication process - Create interest of learning English for students, the introduction of communication games to manipulate the English words learned in the game Students are not discouraged subjects are too new, have the feeling of playing in learning Games during school hours not only help students gain knowledge but also help them consolidate and deepen their knowledge 1.3 Research objects This experience initiative will research and summarize solutions to make students more interested in learning English Help them to apply language knowledge to flexible and dynamic communication Improve their pronunciation skills Especially, they are more confident in communicating in English Audience research that I made this topic is grade students at Quang Phu Primary school - Thanh Hoa City - Thanh Hoa Province 1.4 Research Methodology In the content of this initiative, I would like to focus on introducing some methods of training English speaking skills for students to help them apply language knowledge to flexible communication, as following points: Prepare lesson plans and teaching aids well Practice English reflexes for students Practice pronunciation for students Make sure the steps practice speaking for the students Build working in pairs and groups well Types of speaking exercises for students Teachers are always creative to help students be creative How to correct mistakes for students? How to set up pair and group works 10 Teaching speaking English onine for primary sutdents effectively 1.5 New points of the experience initiative 1.5.1 Structure According to the instruction of Thanh Hoa City Education and Training Office, school year 2021-2022 1.5.2 Content Research objects: students at grade 3, Quang Phu Primary School, school year 2021- 2022 Name of the initiative: focus on speaking skill instead of communication The presentation: All of the illustrative pictures are presented in the experience initiative’s appendix New status of the problem before applying the experience initiative Solutions: some new points of view; different analysis about teaching speaking for primary students; some new techniques are used to teach students online because of Covid 19 CONTENT 2.1 Theoretical background With billion speakers worldwide, English is the largest language by the number of speakers It is also the third largest language by the number of native speakers As the most common language, English has the power of connecting people from many different cultures, building relationships and understanding And speaking is one of the most important skills to be developed and enhanced as means of effective communication According to Nunan (1991), among English language skills, speaking is the most important aspect of learning a foreign language, and success is measure dinterms of the ability to carry out a conversation in that language Speaking is viewed to be at the heart of second language learning among the four language skills by Egan (1990) According to Brown, speaking is “a constructing meaning interactive process that is comprised producing and receiving information” Furthermore, Harris (1974) defines speaking as the encoding process whereby we communicate our ideas, thought, and feeling orally Speaking, which effects success or failure in school, family, workand community life, can play a very important place in the social and interpersonal interactions (Erdem & Deniz, 2008; Temizkan, 2009) Improving teaching methods in a positive direction, promoting proactive innovation and self-learning ability of students is fundamental solutions to improve education Therefore, Ministry of Education and Training is focused innovation program in English teaching and learning Besides improving the quality of teachers, curriculum design must conform to each subject in each grade school students Thus, the ability to create and develop thinking ability to learn independently, to create passion, interesting for both teachers and students during the teaching and learning of English Many methods of teaching - is given in the education sector in order to overcome the limitations that the industry is facing 2.2 Status of the problem before applying the experience initiative Nowadays, English has become one of the most popular language in the world As an experienced English teacher, you will not only need to teach your students well but you will also need to face some teaching problems A good ESL teacher must be able to recognize these problems, and try hard to find solutions as soon as possible Disparities between the two languages Vietnamese and English language are very different in terms of intonation and syllabic structures Vietnamese is a purely tonal language, and as such, students may find it hard to speak English with the correct rhythm, intonation, and stress When speaking, they may pause between words or partition sentences into unnecessary segments As such, the end result turns out to be a rhythmless, monosyllabic speech with a heavy Vietnamese accent Overcrowded classrooms Most of the public schools in Vietnam have to face the biggest issue of all: overcrowded classrooms In an ideal world, class sizes would be capped at 15 to 20 students Unfortunately, all of my classrooms now regularly exceed more than 40 students in a single class Teaching in an overcrowded classroom can be frustrating, overwhelming and stressful Teachers not have enough time to take care of every single student Too many students in one classroom will provide more opportunities for personality conflicts, tensions, and disruptive behavior It’s difficult for teachers to manage their classroom, especially new teachers with a lack of experience Most students are afraid to speak English in class This problem occurs when teachers ask their students to tell what they are thinking, such as their feelings, their point of view etc My students are afraid to make mistakes while speaking As a great English teacher, you should encourage your students (even if they make many mistakes), by showing the right answers and giving them a chance to answer again Remember to patiently help and support your students untill the end of the lesson Restrictions on the timing and the form of the game In elementary school student is a child so the speed of writing is still slow This is a major reason leading to the limited time for organizing the Games Besides the form of the games has not been held rich Especially elementary students enjoyed learning English has integrated into the game This is very good because the teacher has done any work: Learning through playing and having fun through learning In general, the problems of our students related to learning to speak can be divided into four main groups: Students feel shy speaking English because they are afraid of making mistakes It is usually seen at the initial level as they are afraid of being criticized by teachers and other students Working in pairs (or groups), students often begin to use their native language Students don’t have enough information on the topics discussed even in their native language Students feel a lack of linguistic and verbal resources for solving the given task In that case the teacher should create a friendly atmosphere of collaboration so that students will not be afraid of admitting their mistakes and will accept criticism From this stuation, I have a research on topic: “ Some techniques to improve English speaking skill for grade students” at class 3A, 3B, 3C from the middle of the first term to March of the school year 2021-2022 Here are the results observation of the students’ quality at Quang Phu Primary School: Class Number Good Fair Average Weak Ss 3A 3B 3C 46 47 40 N % 19.6 N 15 10 21.3 15 12 30.0 11 % 32 34 27 N 20 % 34.4 N % 4.4 19 38.4 6.3 16 40.0 2.5 2.3 Solutions 2.3.1 Prepare lesson plans and teaching aids well A lesson plan is important as a cornerstone of successful teaching practice You don’t go into battle without a plan Walking into a room full of young people and expecting them to engage and respond to you with nothing prepared is a recipe for disaster Through trial and error, you will reach that level where a couple of quick notes in your day-planner will be all the preparation you need Effective lesson planning is an important facet of professional teaching practice because planning: - Provides the students with the necessary structure and direction to receive a relevant and engaging education - Allows us to meet the diverse learning needs of our students through differentiation and increased choice - Integrates use modern technologies and better resources that are integral to students’ everyday lives, increase the interactivity of lessons, and create a richer learning environment - Allows you to map goals and assess achievement of outcomes - Keeps lessons relevant to increase engagement and understanding and promotes greater independence and mastery of a topic - Enables us to critically reflect on and improve our teaching practice 2.3.2 Practice English reflexes for students At the beginning of the school year, for primary school students in the suburbs, their family economic conditions were still difficult, most of them could not take extra classes so they did not have vocabulary, if any, it was very limited However, teachers should still strengthen their English speaking in class, often with simple commands combined with movements and postures In general, students are still bewildered at first, but gradually through periods they also understand and follow the teacher's orders After they have learned new sentence patterns, we should use them often in class so that they have good reflexes such as self-questions: - What's your name ? - How are you? questions about objects, using real objects in the classroom (tables, chairs, rulers, notebooks ) such as sentence patterns: - What's this? - What are these? 2.3.3 Practice pronunciation for students Teaching English pronunciation is a challenging task with different objectives at each level This guide on how to teach pronunciation provides a short overview of the main issues to be addressed at each level, as well as pointing to resources on the site, such as lesson plans and activities, that you can use in class to help your students improve their English pronunciation skills Following each level are a few suggestions for level appropriate activities Finally, the best way to help students improve their pronunciation skills is to encourage them to speak English as much as they possibly can Introduce the idea that even when doing homework students should be reading aloud Learning to pronounce English well takes muscle coordination, and that means practice - not just mental activity! When teachers decide to focus on pronunciation practise, many of them make the mistake of teaching pronunciation along with new vocabulary This combination can work with students who have a ‘good ear’ or speak a related language However, it can be hit and miss with students whose mother tongue has no relation to the target language This problem brings us back to whether pronunciation can be taught effectively at all? The answer is yes, of course, it can; it’s just that the way many textbooks teach it is one of the least effective Many books will have you drill pronunciation with repetition of the vocabulary Some of the better ones will have you work on spelling., Spelling is an important skill, especially in English with its many irregularities and exceptions But, unfortunately, very few will start you and your students where you need to, at the phoneme level - Pay attention to practice for students to pronounce with the last sounds such as: bag / bæg /, book / buk / - Practice for students to have the habit of reading syllables For example: Stand-up / 'stændʌp / Look-at / lukæt / It's a pencil / itsəpensl / - For the plural form, it is necessary to practice for students how to pronounce in emphasizing the plural: Pronounced / s / after subsonic sound / t /, / p /, / k /, / s /, / f /, / θ / For example: cassettes, books, Pronounced / z / when it comes after the vowel or the voiced consonant: / b /, / v /, / ð /, / d /, / g /, / l /, / m /, / n /, / ŋ /, / r /, / әu /, / ei / For example: crayons, tables, markers Pronounced / iz / when after consonants such as: / z /, / s /, / ʤ /, / tʃ /, / ʃ /, / ʓ / For example: pencil cases, oranges, nurses - Distinguish the difference between / θ / and / ð / The 'voiced th' /ð/ and 'unvoiced th' /θ/ sounds are the only pair of English sounds that share a single, common spelling With the exception of being voiced or unvoiced, the /ð/ and /θ/ are nearly identical; the tip of the tongue is placed behind the top front teeth The friction occurs between the tip of the tongue and the top front teeth Figure 1: The mouth position of the /θ/ phoneme Figure2: The Mouth Position of the /ð/ phoneme Train students to use intonation Intonation and stress are closely linked In fact it's impossible to dissociate them They go hand in hand Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language Just as words have stressed syllables, sentences have regular patterns of stressed words In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.) Intonation therefore indicates the mood of the speaker There are two basic patterns of intonation in English: falling intonation and rising intonation Falling intonation is demonstrated by lowering the voice pitch in the following cases: - Greetings, for example: Good morning! ↘ Good bye! ↘ - Suggested sentences, for example: Come here! ↘ Sit down! ↘ - Wh- questions (requesting information.): Questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how', for example: What are these? ↘ Where is the cat? ↘ - Commands, for example: Open your book ! ↘ Write your name here ↘ - Exclamations, for example: How nice of you! ↘ That's a surprise! ↘ Rising intonation is expressed by increasing the voice intonation up high in the following cases: - Yes/no Questions, for example: Is that Mary? ➚ Do you like badminton? ➚ - Questions tags that show uncertainty and require an answer (real questions), for example: You like fish, don't you? ➚ You're a new student aren't you? ➚ 2.3.4 Make sure the steps practice speaking for the students Depending on each lesson, we apply different teaching methods Basically, in speaking practice, the following procedures must be followed: Pre-Speaking Teacher introduces new language materials, new grammar In this activity, students listen or write, and the teacher introduces sample sentences Students speak mainly to answer questions Controled Practice This activity gives students more practice in speaking than teachers In this part, students practice in groups, individually under the control of teachers, students feel excited when speaking, creating opportunities for them to develop speaking skills Free Practice Teachers ask students to practice speaking new sentences that they have just learned in their own languages without the support of the teacher The activities of this section are usually games, role-play In this section, students can use additional grammar or vocabulary that they know to improve their speaking skills Teacher support when students need it 2.3.5 Build working in pairs and groups well The tendency with primary learners is to treat the class as a whole group and underestimate their ability to work in pairs or in small groups Even very young learners can become independent in their learning and guided early on they will be more likely to grow into autonomous and successful language learners The advantages of pair work and small group work: - Gives learners more speaking time - Changes the pace of the lesson - Takes the spotlight off you and puts it onto the children - Allows them to mix with everyone in the group - Gives them a sense of achievement when reaching a team goal - Teaches them how to lead and be led by someone other than the teacher - Allows you to monitor, move around the class and really listen to the language they are producing Pair work Pair work activities in class create a number of benefits This is why they are used by teachers in many different situations working with students of all ages and levels of English ability Pair work activities can be a very efficient use of classroom time They engage all students in the activity, rather than students passively listening to either the teacher talking or another individual student responding to the teacher’s questions In order to get the most out of pair work activities, though, it’s important to plan them well and to keep a few key principles in mind Pair work activities can be a fun, motivating part of your classroom practice As well as allowing all students to participate at the same time, they provide a safe space which is less exposed than contributing in open class This helps students feel more comfortable sharing their personal opinions or trying out aspects of English that they have not yet fully mastered They also provide vital opportunities to develop social skills and to collaborate with other students on activities that demand a range of other skills, such as problem-solving or critical thinking skills There are usually two kinds of working in pairs: closed pairs and opened pairs For example, pictures P.1; P.2 ( The Initiative’s Appendix ) Group work In the case of group work, if the class is cramped, it is possible to arrange for two students sitting in two adjacent rows to sit with their heads facing each other to form groups of without students moving much in the classroom , not waste time - When dividing groups, ensure quantity consistency - It is necessary to equalize the number of students to each group (excellent, fair, average) - How many students in a group depends on the size of the class - The factor that affects the grouping is the student's sitting position in the group - You can name groups in English such as numbers, colors, flowers, animals or adjectives that they like ( The picture P.3 –The Initiative’s Appendix ) Measures to organize pairs, groups The form of teamwork has many advantages, especially in the practice of verbal functions, but in practice, when students work in pairs or groups, the teacher cannot control all of their speech birth and also not necessarily control However, when doing pairing or group activities, the following points should be noted: 1- Give exercise instructions or make clear requests - Before working in groups or pairs, you must have a good preparation: Have a given sample or example, provide enough language needed for the exercise 2- It is necessary to assign pairs or groups appropriately, can choose students with the same level, or different cognitive levels to work together depending on the intentions and nature of the exercise 3- Create real cohesion in the group, nominate the group leader and clearly define the duties of the group leader 4- It is necessary to specify the time to the homework, depending on the level of the question or the exercise, so that the time is long or short Set out a convention for starting and ending the activity (tap the ruler, clap your hands) 5- Have the general supervision of the teacher 6- Have timely support from the teacher when the students in the group have difficulty (teachers walk around the class to listen and help, record common mistakes .) writing the word The game will continue until the members of the teams have already described the vocabulary to their teammates sitting on the Hot Seats + Guessing – word: This game is basically like the game show "Magic Hat" on television The game owner (Teacher or a student) selects a name or word according to a topic, and then draws the number of squares corresponding to the number of letters of that name or word From a given hint, the player will guess a letter at a time, if that letter is in the word box, the game owner will write that letter in the correct position Whoever finds out the name wins On the contrary, after wrong guesses (the number of times is determined by the game owner and the player), but not found, the player will lose Maybe two or more students master the game alternately Whoever wins many times will win the final Games for practicing Structures + Guessing Game: Divide the class into teams Put wordcards or pictures in a box Call on students representing each team to come up and play Each member of each team takes one card in turn, the other team member will ask questions and the person who catches the card will answer the question The correct answer gets point Play the game like that until all students are involved For example: Unit 13- Lesson 3, Warm up (P.10;P.11 - The Inniative’s appendix) S1: Catch one picture card S2: What is this ? S1: It’s a classroom S2: That’s right + Jumbled Word: Teacher writes down a few sentences, then cuts them into words Place each trimmed sentence in a hat, cup or any other container and separate them Divide the class into groups of 2, 3, or students Teams will now have to put the words in their sentences in the correct order The winner is the first team to complete their sentences correctly For example : Unit 9, lesson 2, part ( English 3) Penlic Lurer colosh gab berbur Games for practicing speaking Facing game: This game is based on a television gameshow Students stand in a circle The teacher chooses a certain topic and each student will have a few seconds to read aloud a word or phrase related to the chosen topic If a child cannot give his 13 or her answer, he or she will be disqualified and the game will continue The winner will be the only student left Secret Words: In this game, the teacher will prepare a number of cards, each with the name of a certain word Students are divided into groups and each group will take turns asking the teacher questions to get clues related to the vocabulary in each card The group that finds the mysterious word first wins point The game will continue until the last card is completed and the team with the highest score wins Experience of organizing language games: The aforementioned games help students to play and learn not only in the classroom but also everywhere, everywhere, and at the same time, practice vocabulary effectively Games that engage students in the lesson The games also train children to be judgmental, creative, practice quick reflexes, decisiveness, self-confidence, creating a joyful and intimate atmosphere In fact, with the classes that teachers organize English games, students are very excited when it is time to study, understand the lesson more deeply and naturally, and lessen the inherent shyness For some classes, the teacher does not put games in the class, students may be afraid to speak, the knowledge is not deep, the time to study, and not really interested in the subject However, in order to hold games effectively, the teacher needs to prepare carefully and arrange time flexiblely Teachers also need to prepare the necessary equipments and facilities In the process of organizing the game, it must be from easy to difficult When punishing a student who loses, there should be a gentle and delicate punishment, encouraging students to try harder next time When playing, they should not be biased or intentionally arrest any children While doing English games, the noise in the classroom is unavoidable This will easily affect other classes, so the teacher must really be a dynamic game master, solving all situations 2.3.8 How to correct mistakes for students? - Correcting errors in pronunciation and grammar for students is an important step However, how to correct errors for children, when appropriate time is a work that requires delicacy and high pedagogy - When students are practicing to pronounce a certain sentence correctly, this is the right time for teachers to correct mistakes when they read it wrong - For the case when students are concentrating on thinking and looking for vocabulary ideas to express a certain content, the teacher should not interrupt to correct errors because this will lose confidence and hyperactivity, enjoy participating in the children's communication training activities - Teachers need to have a positive attitude towards students' language errors Accepting mistakes is an essential part of the language learning process, helping students learn from their own mistakes and from their peers 2.3.9 How to set up pair and group work - Be sure to fully explain the procedure before splitting the class up 14 - Always demonstrate either yourself of with the help of a volunteer exactly what they have to - Ask them to tell you what they have to before they it (in their mother tongue if need be) to check their understanding - Have fill in activities ready for the quick finishers – but be sure that they have completed the task correctly first and haven’t just finished early because they misunderstood what they had to - Don’t forget to have feedback time after pair work so that the children don’t feel that they have been wasting time It’s important to share their work as a whole group although this doesn’t have to be systematic - Set a clear time limit - Control who works with who so children aren’t always being dominated or dominating others 2.3.10 Teaching speaking English online for primary students effectively COVID-19 is a highly contagious disease caused by the SARS COV-2 coronavirus that started in the Chinese city of Wuhan and has now spread to all continents on the earth Most countries discontinued all in-person engagements, such as; in-person education, due to the respiratory sickness posed by the COVID-19 pandemic The pandemic has brought many changes in our lives to deal with the consequences of pandemic prevention strategies, and our education system was no different Although online teaching has been encouraged for many years, the COVID-19 pandemic has promoted it on a large scale During the COVID-19 pandemic, students at all levels (college, secondary school, and elementary school) were unable to attend school To maintain student learning, most schools have adopted online teaching I have used Zoom to teach students online It is a video conferencing and teaching platform which has exploded in popularity recently It comes with a built-in interactive whiteboard, space for up to 100 students, file sharing, breakaway rooms for group work and chat features Zoom has a generous free plan ( A teaching online through Zoom – P.12 – The Initiative’s Appendix ) In my opinion, there are some important notes when we teach students learing English online They are: Technology requirements Before teaching, I prepare some materials, broadcast my class, interact with my students and grade their work For efficiency, I’ll need a laptop, a desktop computer or a professional tablet My students will also need a laptop or computer if they want to fully participate in your classes However, smartphones or tablets with an internet connection can be used when there’s no alternative Prepare lists of questions Everything is easier if you prepare, and teaching conversational English online is no different Having a variety of questions to ask your English language learner is a great way to get the ball rolling and give them center stage 15 Having a list that varies in complexity can be helpful for you to gauge your learner’s ability and challenge them I start with the basics:  “How are you?”  “How old are you?”  “Can you tell me about your family?”  “What you for fun?” Once you get a feel for how comfortable they are answering those kinds of questions, you can build up to things like: “How would you describe your personality?”, “If you were stuck on a deserted island, what three things would you bring, and why?” Answer your own questions Guide your students and know how to engage If the student doesn’t naturally ask you the question you just posed, feel free to offer your own response By modeling, you allow the student to hear another way the question can be answered You can also use their answers to build on your response to model different ways of using follow-up questions or asserting your opinion For example, “Unit 16: Do you have any pets ?” if you ask your students what pets they like, and they respond: “I like cats”, you can expand on that with something like: “You like cats ? You must love pets ! I prefer dogs myself How many cats you have ?, What colour are they ? , How old are they ?” ( P.13 – The Initiative’s Appendix ) By repeating their answer in question form, you’re modeling what it might sound like to ask that question, and then by adding details, you’re giving them more context Talk slowly, but don’t treat them like they’re a kid Unless, of course, they are a kid! But if you’re teaching conversational English, you’re probably talking to an adult, so you better treat them like one You’ve all witnessed the cringe-worthy English speaker addressing someone whose first language isn’t English in very SLOW, LOUD, CLIPPED SENTTEN-CES It’s an easy trope to fall into for some reason, so don’t be that English speaker However, there is merit in taking things slowly Talking slowly allows English language learners to follow along, stop you when they’re confused, and ask questions Odds are, your normal speed is too fast, so be cognizant of your pacing Creating and revising active learning opportunities A common misconception about online learning is that students only sit in front of their computers That might be true if the course is designed that way, but one way to engage online learners is to get them away from the monitor and get them involved in active learning Utilize TPR with kids The Total Physical Response method, or TPR, works very well for younger children They need to move and engage their bodies in order to process and retain knowledge Give your students ample opportunity to sing, dance, 16 jump, bring things from around their house, or otherwise move around, and they will love your lessons! For example: Unit 16- lesson 1, English - Vocabulary: rabbit, parrot, goldfish, cat - Students use TPR to practise these words ( P 14; P.15 - The Initiative’s Apppendix ) Take notes Being able to give your student feedback at the end of your conversation will only help them if you’re paying attention Taking notes during your conversation gives you the chance to let the conversation flow—you should’t be constantly interrupting and correcting them After the conversation or role play has ended, say something like: “Can I give you some feedback?” And then break down the conversation for them Start with what they did well; begin with praise Don’t be afraid of critique—they’re trying to learn, so they need something to work on Providing feedback is an important part of teaching conversational English online Learning how to teach conversational English can be uncomfortable, but if you’re coming from a supportive, honest, teacher mode, your students will truly appreciate it 2.4 The effectiveness of the experience initiative for education activities with themselves, colleagues and the school Over a period of application of practical tips on teaching I noticed the following results: To the teacher - Teachers actively explore the in-depth knowledge about the student's psychological, from which the method of selecting appropriate games each lesson and each student, enhance motivation for the children to learn English - Give more speaking activities so that students can discuss, present and practice speaking English as much as ppossible; and encourage students communictae in English with the teacher and friends To the students - Language skills, especially, listening, speaking skills are more developed - There is an inspiration in the lessons, which they always look forward to the next lessons - Students are inculcating the right questions and vocabulary in lessons - The relationship between the teacher and students, students and students are closer, more friendly It creates the classes’ atmosphere funny and more comfortable Here are the survey results obtained on March 2021 after applying this topic: Class Number Good Fair Average Weak Ss N % N % N % N % 3A 46 22 47.8 15 32 19.6 0 17 3B 21 44.7 16 34 10 21.3 0 47 3C 20 50.0 16 40 10.0 0 40 The above survey results reflect the significant progress of the students after the application of new methods in teaching Number of students fairly, good increases, the average number of students and the principal has decreased significantly Most students can answer common questions and can describe pictures and create simple conversations They are becoming more interested in this subject, always waiting for the upcoming English lessons The number of students who are shy, have wrong pronunciation, not remember vocabulary, and are lazy in communication has decreased This also proved somewhat positive initiatives in actual teaching Moreover, if every teacher invests more in both teaching facilities and time and dedication I believe that the quality of teaching and learning of English elementary students will be enhanced further CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusions As a result of the speaking activities conducted in the initiatives, positive changes occurred in the speaking skill of the students It was seen that the students got used to speaking activities at the end of ghe process, where, it was determined that the students adjusted their voice tones better and the audibility of their voices increased The students’s words become more comprehensible compared the first applications It was found out that the students’ selfconfidence increased as the process progressed, and they talked more comfortably in activities During the process of writing and experimenting with the above topic, I myself have drawn some of the following lessons: - Pay much attention to students' motivation and learning attitude; help students properly assess the need of English for their future so that students can identify motivations and positive learning attitudes - Do not put pressure on students who are weak or lazy to learn Instead, encourage and encourage students to learn on their own - Design many different types of activities according to increasing difficulty and suitable for each group of students - Properly assess the student's ability to make appropriate requests; the requirement is too low for good and good students, it will make students feel bored and will not have the will to strive for more; Too high a requirement for a weak student will lose student confidence, and reduce student interest - Create a habit of thinking in English, restrict the conversion of ideas from Vietnamese to English - Collect English teaching software, combine listening-speaking-reading-writing skills in lessons 18 In order to improve students’speaking skill, it may be suggested to use different materials other than these techniques and apply them in different courses In addition, during the current study, it was observed that the students imitated their teachers' speech and took them as their role models Considering this situation, applied diction training can be added to teacher training programs for pre-service teachers who will be role models to their students whilst educating their students for them to speak better and express themselves in a better manner 3.2 Recommendations For the application of this procedure is more effective and successful in the lesson, I have some suggestions and proposals as follows: For schools: Schools should facilitate, encourage and help teachers complete the work of teaching well to bring quality English education better For Thanh Hoa City Education and Training Office: Should invest more on equipments, utensils for teaching English, especially the audio-visual equipments, Lab Room Should organize training sessions, thematic instructors for English teachers in the district have the opportunity to learn, share experiences with each other In the process of research and teaching practice, I have obtained very positive results But my initiatives still have many limitations, shortcomings respectfully input from friends and colleagues and the leaders I sincerely thank you! THE CONFIRMATION OF THE Thanh Hoa, March 16th , 2022 PRINCIPAL I swear, this is my experience initiatives writen by myself, not copy from other people’s content Writer Nguyen Thi Mai 19 THE EXPERIENCE INITIATIVE’S APPENDIX P.2 An opened pair P.1 A closed pair P.3 A group work P.4; P.5 - Unit 11: This is my family, lesson 1, part ( English 3) P.6- Unit 12: This is my house, Lesson 1, part ( English 3) P.7, P.8 - Unit 10: What you at break time ?, lesson 1, part 3( English 3) P - Unit 12: This is my house, Lesson 1, part - English P.10; P.11 - Unit 13: Where’s my book ?- Lesson 13- Warm up P.12- A teaching online through Zoom P.13 –Unit 16: Do you have any pets? Lesson P 14; P.15 - Unit 16: Do you have any pets? Lesson REFERENCES Nunan, D (1991) LanguageTeaching Methodology A Textbook for Teachers New York:Prentice Hall International, Ltd Brown, H D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy New York: Longman Egan, K (1990) Speaking A critical skill and a challenge Calico Journal Harris, D P (1974) Testing English as a Second Language New Delhi: Tata Erdem, & Deniz, K (2008) [A scope research on related to improve prolificness in eloquence courses] Mustafa Kemal University Journal Social Sciences Institute Temizcan (2009) [Analyzing social and environmental issues elementary school students reflect in their cartoons] Education and Science Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/119/ - Primary English teaching method ( Nguyen Quoc Hung M.A ) - Motivating Learning – Bristish Council - WWW.Sachmem.vn - Unicef.org - British Council A Webinar record on ‘Teaching live English lessons online’(Speaker:CeciliaNobre) - teachingenglish.org.uk - cambridgeenglish.org - https://teachingenglishgames.com THE RESULT OF EXPERIENCE INITIATIVE ACHIEVED The implementer: Nguyen Thi Mai Position: Teacher School: Quang Phu Primary School Experience Initiative School year Graded Some measures to develope speaking skill for grade students 20102011 C Some measures to help primary students practise reading comprehension skill 20122013 A Developing English speaking skill for grade through the games 20142015 B Developing English speaking skill for primary students through the games 20162017 B Developing English speaking skill for grade students at Quang Phu Primary School through games 20172018 B Some techniques to improve Englis h communication for grade students 20202021 B Number, date, month and year of the decision on recognition, and the agency issuing the decision Hau Loc Education and Training office Hau Loc Education and Training office 240-21/5/2015 Hau Loc Education and Training office 116-10/5/2017 Hau Loc Education and Training office 454a-28/6/2018 Thanh Hoa City Education and Training office Thanh Hoa City Education and Training office ... stuation, I have a research on topic: “ Some techniques to improve English speaking skill for grade students” at class 3A, 3B, 3C from the middle of the first term to March of the school year 2021-2022... passion on subject Therefore, I want to share with colleagues some experience of teaching English through the initiatives: "Some techniques to improve English speaking skill for grade students” 1.2... year Graded Some measures to develope speaking skill for grade students 20102011 C Some measures to help primary students practise reading comprehension skill 201220 13 A Developing English speaking