SKKN some experience to teach english speaking skill for students in grade 3 in dien bien 1 primary school

THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA CITY EDUCATION AND TRAINING OFFICE & EXPERIENCE INITIATIVE SOME EXPERIENCE TO TEACH ENGLISH SPEAKING SKILL FOR STUDENTS IN GRADE IN DIEN BIEN PRIMARY SCHOOL &&– Writer: Nguyen Thi Thu Hà Position: English Teacher School: Dien Bien Primary School Subject: English Thanh Hoa 2021 INDEX INTRODUCTION PAGE 1.1 The reasons for choosing the topic 1.2 The purpose of research 1.3 The objects of research 1.4 The method of research CONTENT 2.1 Theoretical basis of the experience initiative 2.2 Situation issues before applying experience initiative 2.3 The solutions of implementation 2.4 The effect of the experience initiative 14 CONCLUSIONS AND SUGGESTIONS 16 3.1 Conclusion 16 3.2 Suggestions 16 INTRODUCTION 1.1 The reason for choosing the topic Nowadays the trend of international integration in many areas including the field of education has brought English up a very important position English as a means of communication is the key to the treasure of humanity On the other hand, the wide application of information technology has made learning English become urgent and indispensable So learning English of Elementary School students is particularly concerned by students, parents, all the teachers of education in our country English has become one of the main subjects in the curriculum of students Learning and using of English require a diligent process of creative practice of both learners and teachers Especially in the situation of education reform as currently, teaching English in view of communcation methods is widely supported According to this method, students have many opportunities to communicate, to practise language and to participate in practical situations: Learning couple with practising Primary level English program has been implemented in all regions across the country Innovation prominent feature of the content of this program is to privide maximum opportunities for students to practise four skills of listening, speaking, reading and writing on the topics and situations, communication contents related to environments living at home and abroad The change in facilitating the teaching and learning of English in secondary schools becomes teaching living language instead of teaching words as many years ago However, in practical English skills forged for students, teachers confronted with many difficulties, especially listening skill forged Through my school in the city area, when students started to learn foreign languages, most of them were very interested in English, but eventually they fell tired of it Most of them are very bad at speaking skill It’s difficult for them to understand the content of an essay or dialogue they hear In my opinion, the purpose of learning English is to communicate it with the speakers Speaking is the most difficult skill of all, especially for students living in the countryside or in the remote region Through the years of teaching English in elementary school, I found that English communication skills of the students are still limited To overcome this situation, I have researched some experiences to improve the speaking skill of primary students The primary environment is the fundamental place forming habits and communication capacities Frequent communication results in braveries for students without fears of making mistakes in public speaking As for students lacking proficiency in the mother tongue language, they had a lot of difficulties in getting access to a foreign language Their timidity makes oral communication limited greatly.This is why I choose the theme of experience initiative: “Some experience to teach English speaking skill for students in grade in Dien Bien Primary School” I hope I will get more and more my colleague’s ideas which I can complete my knowledge and my subject It can help my students improve the communication 1.2 The purpose of research I am an English teacher in a primary school I constantly research, activity innovate teaching methods to improve the quality of teaching and learning I wrote this topic to share small experience with my colleagues to help students grade of Dien Bien Primary school improve the knowlegle and quality of English in communication - Find out the current status of teaching speaking skills - Build the basic of teaching English and the methods to help students communicate - Evaluate empirical results and draw up useful pedagogical lessons 1.3 The objects of research - Some experience to teach English speaking skill for students in grade in Dien Bien Primary School - Students of class 3A, 3B, 3C at Dien Bien Primary school 1.4 The methods of research With this topic I have applied the following methodology: - Observe students - Interview students - Check and compare learning outcomes of students - Study the textbook program, instruction manuals - Discuss with experienced colleagues in professional meetings CONTENT EXPERIENCE INITIATIVE 2.1 Theoretical basis of the experience initiative Speaking skill is one of four key skills in teaching English to students with the ability to communicate quickly and practice to achieve the highest efficiency Elementary students, who have just entered the first grade, find it very difficult to learn how to speak and write Vietnamese well They face many difficulties at school and most of them are weak at four skills listening, speaking, reading and writing Especially they are afraid of speaking English at school due to many different causes such as being psychocogical shy, cautious, afraid of being laughed at when they are wrong There are too many students in the class, teachers not have enough time to help students develop their speaking skills for each student It is said good training will help to overcome the limitations on less Developing speaking skill helps students with more practice conditions in the class, a foreign language class It is necessary to review old and then introduce new lesson All new knowledge is suggested gradually from the basic knowledge they have learned in the previous lessons Therefore, students aren’t afraid of making new posts Through practicing speaking, teachers help students acquire knowledge in an active way, overcome the inhibition of only certain classes of gifted students participate in speech, so it will attract all students in participating classes’s activities including moderate or week children Enhencing the ability of students to behave in different situations, so students are interested and boldly confident when they practice communicating in English School will become fun, funky and highly efficient 2.2 Situation issues before applying experience initiative a Advantages: - Dien Bien Primary School is located in the center of the city The school has a teaching staff who are young, fit, enthusiastic, capable of teaching and always love their job Qualifications and standards are 100% In the field of education, my school is always interested, focused on teaching and learning, always enables teachers and students to fulfill the duties and assigned targets And the school has always received the active support of the local government for many years, the school was rewarded as the advanced school in the city - Administrators of our primary school always care about and create favorable facilitities and profestional documents serving as teaching subjects: projectors, TV - Most students prepare books and supplies for learning English b Disadvantages: - Although our primary school is located in the center of the city, the situations of the students face many difficulties There is not enough investment in English in time Students also are not familiar with the method of learning in English listening skill as well as how to learn really effectively.Beside that, the total number of classes and students are overcrowded - To the parents, they are also difficult to check or guide children to learn a foreign language at home by subjects, which parents not know They have limitedly accessed to communicate in English outside school hours In addition, English is a difficult subject, the knowledge is difficult but takes less study time, and in the listening process they not control what they will be listened Words in tape are too fast, not familiar A lot of new words, word stress, sentence stress, intonation are very different and difficult for students to understand the content The questions is how we overcome these weaknesses in order to contribute to improve the learning quality of speaking skill, help students communicate more confidently in using English as a second language, be proficient in words, sentences, especially for students in as grade students in Dien Bien Primary School In order to solve this problem, the first semester of school year 2020 2021, I had a small survey with two classes of grade as follows: Result: Well- done (%) Completed (%) Total % Total % Total % 43 14 32,56% 25 58,14% 9,3% 3B 43 13 30,23% 27 62,79% 6,98% 3C 43 20,93% 29 67,44% 11,63% Sum 129 36 27,91% 81 62,79% 12 9,3% Class Total 3A Uncompleted (%) With this result we can see the results of students in inadequate The number of good students is low, while that one of weak students is high So this fact requires teachers to find remedies, to help them improve their learning outcomes The solutions of implementation Introduce the purpose of practice speaking English skill There are many ways to practice speaking English such as: Speaking in individually, in pairs or in groups If students practice in pairs or in groups, teachers have to divide into pairs, speak in group prior to his students to practice with each other Teachers also have the discipline required to practice Practice speaking has to be systematic, ongoing and trould be followed the guideline from easy to difficult Depending on the situations teachers should prepare the appropriate form of exercise for many pupils to practice speaking in each part of the lessons such as Speaking of freedom: Teachers creat contexts, themes for students to practice speaking in pairs or groups In this section teachers can use pictures, photos in and out of textbook or close topics to them and teachers should ask students to speak in real situations Speaking is creating opportunities for students to communicate closely to real life Teachers should encourage students to follow the guiderline test, accept mistakes They should not make pressure, they will bring severe fear of making mistakes Teachers should make maximum use of classroom time, creating opportunities for students to be able to use the learning means efficiently Select a theme to develop, consistent with psychology, age and nature of such period of daily life, or the people on movie watched on television, on the favorite sport or someone they really, really love Teachers can question the nature of evil to students argue for exciting part Some solutions to develop speaking skill Solution 1: Impvoving the sudents’ awareness about learning how to communicate in English Propaganda is the first method chosen to raise awareness for students As you know, some primary students don’t pay more attention to learn and communicate English because it is only a optional subject in primary schools It is also a difficult subject at school Therefore I always persuade my students about the importance of communicate English If the students speak English well, they can communicate English with the speakers, they can travel over the world, they can be easy to make friends with the foreigners, they can chat with the foreigners on facebook or zalo, they can be easy to find a good job or read newspapers, stories or watch films in English Thank to my persuasion, my students can understand why they should communicate in English When they understand the important role of speaking, they will be hard- working to take part in communicating English effectively Solution 2:Teacher should communicate in English much more than in Vietnamese in the classroom language classroom To help students speak English well, teacher should encourage students to use English as much as possible Classes should provide opportunities for students to communicate in a variety of forms: Teacher - Whole class, TeacherStudent, Student-Student The teacher is the person who guides the children to make simple situations and subject – based conversations Beginning of lesson: - How are you? - What’s your name? - How old are you? - Are they your friends? - Who is this? Ask for repetition: - Would you mind repeating ? - Could you say it again? - Pardon? During English lessons, teacher should speak English much more than Vietnamese and use a mixture of the two languages English Vietnamese Introducing the lesson Checking attendance v Organizing v Classroom control/ discipline v Giving praise v Presenting new language Introducing a new text Asking questions on the text v Correcting errors Setting homework v Solution 3: Impvoving communication through using pictures Both v v v v Nowadays, modern teaching methodology encourages the use of as many media, especially pictures as possible in classroom At the same time, the innovation in English teaching at general education level demands that the schools should provide students with a good communicative skill in English However, nowadays teaching English speaking at many primary schools as well as the using of pictures in English speaking classrooms to motivate learners haven’t been paid attention to Therefore, this aims at researching the use of pictures in English speaking classes at primary schools and put forward some practical suggestions to improve the quality of English speaking teaching and learning I usually use the pictures to help my students practice communicating in all of the lessons My students are very practical when I use the pictures, my students can be easy to talk and understand Unit 14: Are there any posters in the room?- Lesson 1- Part - Pre- reading and writing: Ask students to look at this picture to answer my questions T: What room is it? Ss: It is a living- room T: How many tables are there? Ss: There is a table S1: How many chairs are there? S2: There are six chairs ……………………… Post- reading: “Chain game” Students work in group of to talk about their living room Example: S1: This is a living room It’s small but nice There is a TV S2: This is a living room It’s small but nice There is a TV, a cupboard S3: This is a living room It’s small but nice There is a TV, a cupboard, a table… To practise the structure: How many… you have? I have …… To ask my students to look the picture ask and answer about quantity Unit 17: What toys you like?- Lesson 2- Part (Let’s talk) Example: S1: How many dogs you have? S2: I have one dog S1: How many birds you have? S2: I have three birds Solution 4: Impvoving communication through working in pair and groups With this method, it is necessary for students to develop their ability to learn in a positive, active and creative way They have to show themselves, find out and conquer the self And in my opinion, through group work in some activities, when students have learned how to work in groups, they have the conditions to cooperate, learn from each other and take responsibility Give responsibilities for special group members who self-dominate knowledge if the teacher organizes and guides well Team teaching is an active method in which, the number of students is divided into groups in certain ways In each group, students have chances to boot listening and speaking skill and learn from one another They will be more confident in communicating in a foreign language Solution 5: Impvoving communication through games Besides I carry out teaching methods that promote the activeness and creativity of today, I it regularly and effectively, I often apply some learning 10 games during lessons to redude cramming and to make the lesson more interesting, to help students active Learning games are a special kind of game, not only help the students to entertain, but also to help them acquire knowledge through the game or reinforce what they have learned A new teaching method could create an amount of inspiration and creativities for teachers Each teacher has his own unique creativities during teaching process If teachers repeat the same method in every lesson, students will get bored and even feel that lessons come as normally without inspiration and expectation Games are also considered to be an important entertainment form In fact, they could be used to consolidate material languages as shown above by the method of attracting students In all every form, games could perform functions of exercises of practicing skill because we can review and introduce material languages in funny and wellorganized ways through games The method takes effects when students learn new words and sentence structures On the contrary, games are often open-ended and student- centered There are various types of games Several ones focus on vocabularies or sentence structures And there are games promoting both vocabularies and sentence structure Here are several games that I usually apply to my lecture in my class: + Lucky number: Students select the 1-9 number they like If they choose the lucky number, they don’t have to answer the question but get points (2 points for one) If it isnot the lucky box, the team must answer correctly to score points If the team chooses not to answer, the chances of scoring for the opposing team (If both teams not have the right answer, the chance will be for the audience) The winner is the team with more points (If two teams score the same points, the winner will be the one with more lucky numbers) The sequence numbers of the crossword correspond to the question the teacher has prepared according to the content of the unit 11 To revise two structures: “What you at break time? I … ” and “Do you like … ? Yes, I do/ No, I don’t I hold my students to play game: “Lucky number” for them to ask and answer in the pairs Look at the pictures to answer the questions: What you at breaktime? Example: 1.S1: What you at breaktime? S2: I play table tennis Lucky number…… 12 When I applied the “Lucky number” game during this period, I found the students to be very active, including the weak, shy students Ater the game students are very excited and they can remember how to ask and answer about the fun activities during the play + The flower bloom: Forging the speaking skills are structured into some simple sentence patterns learned An ornamental bonesai with coloured paper flowers in which questions are written in English For example:What would you like to be in the future? Let the children play in the classroom, in turn to pick up flowers 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 Bring back the correct and fast answers Teachers comment on the mistakes students make Solution 6: Impvoving communication through songs and chants As you know, the students want to learn English well, the first thing we have to for children to love it Music is the communication that will help them get closer to this subject When they sing or read chants, they will fell more comfortable They are easy to remember the structures *Perform : In addition to the songs and the chants on the program, I also collect some internet games, tapes of children’s ages to teach them Primary students are very active and enjoy singing, fun songs and the chants that make them interested Through this, students will study English more Teachers needs to explain the meaning and content of the song so students understand, appreciate the song Since then, they are more interested in singing better Students sing in groups and groups and can let them choose their own songs When teaching new songs, I integrate into the class assignments to both reduce stress and provide more songs for students This also helps students remember structure sentence quickly 13 Example: To revise how to ask and answer questions about someone’s school things, I use this song Unit 9: What colour is it? - Lesson 2- Part To revise how ask and answer questions about school facilities I use this chant Unit 7: That’s my school - Lesson 3- Part 4.The effect of the experienced initiative The survey was made after Unit 16 of the second semester, grade school year 2020 - 2021 (about seven months I taught English speaking skill in my teaching) Result: Class Total 3A 43 Well- done (%) Completed (%) Uncompleted (%) Total % Total % Total % 25 58,14% 18 41,86% 0% 14 3B 43 27 62,79% 16 37,21% 0% 3C 43 20 46,51% 22 51,16% 2,33% Sum 129 72 55,81% 56 43,41% 0,78% Basing on the above result, it is clear to see the better result of the present survey comparision with the result of the past survey: Well- done quality increases from: 27,91% to 55,81% Complete quality reduces from: 62,79% to 43,41% Incomplete quality reduces from: 9,3% to 0,78% Most of students have finished well in speaking tests periodically Experiential lesson: Teachers need to discover a fundamental deficiency of students in order to have overcome: - Teacher need to choose a suitable skill for each student Help students have the best conditions to learn the subject, especially practice speaking skills - During the lesson, the teacher should take advantage of time to guide students to practice speaking - Need to know disadvantages in teaching time, class size, teaching aids and material factors such as class sizes, teaching aids - Teachers should encourage pupils to use English as much as possible CONCLUSION AND SUGGESTIONS Conclusion Learning is long hard work for students Thus teacher not only has finds ways to make lessons more effective but also attracts the students’ attention Guiding for children to have good learning methods is very important, 15 especially, it is necessary to encourage them to use English in daily life If we learn a forein language but we not pracice communicating daily, our knowledge will be faded time by time So I have made some slight ideas to help myself find a method of teaching a speaking more effectively, help students to achieve high quality learning In my opinion, training speaking skill for primary students is a positive approach, optimal and efficient for students because this method has been verified through actual teaching and members of professional groups who have analysed, evaluated and consented Suggestions In the era of development, it is the young generation who are the pioncers to connect Vietnam with international friends, so they are the ones who need to learn more, devote their best ability to a rich and flourish country, and help their country to be equal with the great powerful countries in the world And so, the way to lead them to success is to learn, to hear, to speak, and to communicate in English very well With that importance, I strongly suggest as follows: a.For young learners: We give them some playgrounds, clubs to speak English at school By coordinating with English professional groups, other professional groups as well as and other organizations, weekly or monthly and specialy anniversary holidays of the year, we must have real plan and encourage weaker students to participate For teachers: In addition to teaching in the classroom, teachers need to visit class, supervise colleagues not only in schools but also take time to visit colleagues in school groups Regularly organize their teaching subjects in accordance with the actual situation of the school and classroom It has to be evaluated, contributed ideas and given honest and accurate comment after each lesson Sincerely thank you! Certified by the principal Dien Bien1, April 6th, 2021 16 I declare that this is my experience initiative I not copy the other person's content Written by Phạm Thị Mai Hoa Nguyễn Thị Thu Hà 17 REFERENCE Vietnamese Educational Publisher – Tiếng Anh (2009) Ministry of Education of Training Listeners Strategies in Collaborative Discourse of AAU rd Year Students Unpublished M.A Thesis Cambridge University Press Rixon, S (1986) Developing Speaking skills Cambridge University Press Yagang, F (1993) Speaking: Problems and Solutions In Thomas Kral(ed) Rost, M (1990) Speaking in Language Learning Ur, Penny 1984 Teaching Speaking Comprehension Cambridge University Press English Student’s book- Grade 3- Viet Nam Educational Publisher 18 DANH MỤC SÁNG KIẾN KINH NGHIỆM Đà ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC & ĐÀO TẠO THÀNH PHỐ, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên: Nguyễn Thị Thu Hà Chức vụ & đơn vị công tác: Trường TH Điện Biên 1- TP Thanh Hoá TT Tên đề tài SKKN Một vài kinh nghiệm giảng dạy ngữ âm phương pháp thực hành giao tiếp Gây hứng thú củng cố kiến thức học hát tiếng anh lớp Một vài kinh nghiệm giúp học sinh thích học chương trình tiếng anh lớp Một vài thủ thuật giúp học sinh lớp ghi nhớ từ vựng Using simple songs to inspire and consolidate knowledge in English lessons for students grade Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh…) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Tỉnh C 2006 - 2007 Tỉnh B 2009 - 2010 Tỉnh B 2011 - 2012 Tỉnh B 2013 – 2014 Tỉnh B 2015 – 2016 19 ... lessons 1 .3 The objects of research - Some experience to teach English speaking skill for students in grade in Dien Bien Primary School - Students of class 3A, 3B, 3C at Dien Bien Primary school 1. 4... Completed (%) Total % Total % Total % 43 14 32 ,56% 25 58 ,14 % 9 ,3% 3B 43 13 30, 23% 27 62,79% 6,98% 3C 43 20, 93% 29 67,44% 11 , 63% Sum 12 9 36 27, 91% 81 62,79% 12 9 ,3% Class Total 3A Uncompleted... English speaking skill in my teaching) Result: Class Total 3A 43 Well- done (%) Completed (%) Uncompleted (%) Total % Total % Total % 25 58 ,14 % 18 41, 86% 0% 14 3B 43 27 62,79% 16 37 , 21% 0% 3C 43 20