(Sáng kiến kinh nghiệm) SOME MEASURES TO HELP STUDENTS IN GRAD3 ò MY TAN2 PRIMARY SCHOOL DEVELOP ENGLISH SPEAKING

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 TransPacific 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     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 of My Tan 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 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'   selflearning   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, audiovisual 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 3A 3B Total Number 17 19 36 Completed SL 10 12 22 % 58,8 63,2 61,1 Not completed SL % 41,2 36,8 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    - 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 hear and read the words read. Students can play in pairs or   groups Game 6: Bees look for words [5]    - Purpose: To consolidate knowledge, memorize words, and apply skills to use sentence patterns    - Preparation: Two flowers of five flowers, one color per flower, on the petals write the numbers as follows, the back with magnet attached 10 In this page Game 6 is used by reference number 5 +   10   bees   on   the   body   with   the   following   letters,   the   back   with   magnets attached one two four six ten seven five nine eight three + Pastel    - How to play: Choose 2 teams, each team 5 children. Teachers split the board into two, each with a flower and five bees in the same order, and introduced the name of the game. She has two flowers, numbers are on the petals, and the bees carry on her the corresponding letters, and her task is to lead the bees to the appropriate number        Two   teams   are   placed   in   two   vertical   lines,   when   you   hear   the   "start" command, you turn each bee to the appropriate number. First you finish second and turn to finish. In the end, the team is fast and the team wins    -The end of the game: Praise and give a cheering crown to the winning team * Note: It is possible to replace numbers in the petals with English words and vice versa. In addition, there may also be an unsuitable word on each flower to see if the bees find their way home Game 7: Power Transmission [5]    - Purpose: Help them test their vocabulary and change the atmosphere in their studies    - Preparation: Vocabulary, sentences     - How to play: The class sitting on the spot, the teacher sets the rules of the game and calls starting from a young brother to stand up to speak a verb in English, and quickly to any other friend to " At this point, B must say a verb, if it is correct then only fast to any C to transmit the next. Just do it if you do not say it, you have to hop around the classroom      -  The end of the game:  Praise and give a cheery applause for you right and fast * Note: Teachers must distinguish and analyze words from the right students (you can say nouns, verbs or adjectives, etc.) to good and average grades. No need to distinguish from the type. This game is not fussy but still creates a fun atmosphere, exciting and exciting during school hours for children Game 8: Bingo [6]    - Purpose: To consolidate, deepen knowledge and attract students to study In this page Game 7 is used by reference number 5; Game 8 is used by reference number 6    - Preparation: Words to play    - How to play: Play the checkered flag. The teacher on the panel of 16 squares, consisting of 4 vertical boxes and 4 horizontal boxes and the teacher filled in that 16 numbers any of the 16 questions there are 16 corresponding questions are  given   according  to   the  content   of the  lesson,  divided   make    teams  and assign team A to X, Team B to O. First, each team sends a team leader to pick the umlaut,  the teacher  will mark the team's  badge in  the box,  and read  the assigned question in each box for the other team to answer. In the end, the team that picked the umbrella that placed the 3 symbols of their team in straight line, vertical or diagonal, shouted Bingo    -The end of the game: Give the applause to the winning team Measure 3: Raise awareness for parents, students about the importance of English    - Purpose: To help students and parents recognize the importance of English Content and Implementation: Propagate and make realistic requests so students and   parents   are   aware   of   the   importance   of   English   Ask   the   supervisor   to coordinate   with   the   grassroots   level   and   related   organizations   to   organize exchanges, English-speaking holidays, English clubs   From there students and parents will be active in learning English Measure 4: Guide students to study at home [8]     - Purpose: Practice speaking at home    - Contents and Procedures: Instruct students to practice speaking at home by speaking to their family members who know English as simple as structuring conversational   roles   If   no-one   knows   English   in   the   family,   they   can   use mirrors,   teddy   bears   or   animals,   favorite   toys   to   talk   in   English   like   two shoulders. Watching movies, news or listening to songs in English is also a good way to practice listening, speaking English      Teachers   routinely   test   speaking   in   many   forms   at   the   beginning   of   the lesson, for example, for children to play games or for the children to play, to build a conversation in the same way as the current lesson, with real situations Help them remember longer, communicate better Measure 5: Divide the group into groups according to the village and the place where they live    - Purpose: Students help each other to learn, have a practice speaking partner     - Content and Procedure:  Arrange neighborhood students into home study groups. The best student nominee to lead the team is to help students learn at home,   practice   speaking   English,   checking   each   other   At   the   same   time, learning and playing create a comfortable psychology to help students become more confident in their speaking skills Measure 6: Coordinate with organizations and mass organizations [8]     - Purpose: Facilitate effective teaching and learning In this page Measure 4 and Measure 6 are  used by reference number 8 10       -  Content and procedure:  Inviting   mass   organizations   and   parents   to facilitate   the   purchase   of   the  necessary   textbooks   and   learning   resources   for students. It is suggested that the school step by step mobilize funds to invest in audio-visual equipment for teaching and learning foreign languages  with high effectiveness 2.4 The effectiveness of experience initiatives for educational activities, with self, colleagues and the school    - The quality of teaching and learning English is positive    - The lessons become more vibrant and lively      - Many students are brave, confident speaking English and communicating with friends and teachers very naturally    - Improved language skills, especially speaking skill       -   Slow   learners   can   ask   and   answer   simple   questions   about   personal information    - Students are more excited, more interested in English    - The learning movement in English in grade 3 and in the whole school  increased markedly * The survey results of students’ English speaking skill in grade of My Tan primary school in the middle of second semester of 2016-2017 are as follows: Class 3A 3B Total Number 17 19 36 Completed SL 16 17 33 % 94,1 89,5 91,7 Not completed SL % 5,9 10,5 8,3                After the research and implementation, with efforts to find a way to overcome   the   restrictions   in   English   speaking   of   students   grade     at   the beginning of the year I have obtained the above results. Looking at this survey we  can  see   that  there  have  been   significant   changes   in   numbers   at   different levels. The number of students who reported speaking skills increased compared to the beginning of the year, and in particular, the number of students who did not pass the test was significantly reduced. Quality has also changed positively They are more confident, more confident, and have a clear word from there Many students have the will to overcome difficulties, study hard, love English CONCLUSION AND REQUEST * Conclusion        The measures I have introduced above have helped to improve somewhat the "speaking" situation of English students of Primary school in general and students   at     grade     of   My   tan     Primary   school     in   particular,   they   have 11 advanced department in the subject area, especially in speaking. Students are more confident, more receptive, able to ask and respond quickly to flexible use of the sentence patterns in the unit       However, there are still some students who have not met because this work needs a long and continuous process so I will try to make every effort so that after this school year there are no students in grade 3 of My Tan 2 Primary School  do not know how to ask and respond to personal information      With this experience, colleagues can select and refer to the teaching process, thereby promoting the teaching and learning movement in English as a whole, at school as well as in the district * Request          To   achieve   the   objectives   of   teaching   and   learning   foreign   languages   project I propose:    - The leaders, the mass organizations, the regional development organizations pay attention and create more favorable conditions for the teaching and learning English   of   the   primary   schools   in   general   and   My   Tan     primay   school   in particular.     - Increase teaching time - study English up to 4 periods / week       -   Especially   organized   more   extracurricular   activities   such   as   "English speaking   festival",   exchange   English   club   ,   it   acts   as   a   motivating   force promoting English learning and learning movement of district students home       -   Organize   for   English   language   teachers   to   visit,   learn   from   experience, improve their language skills in places where they have an English speaking environment or where the English language teaching and learning movement is good       -   The   school   supports   the   purchase   of   some   necessary   teaching   aids   for English. Interested, create conditions to encourage and motivate teachers and students in activities related to English       -   Parents   are   interested   in   creating   favorable   conditions   for   teachers   and students   to   have   sufficient   means,   utensils,   textbooks     for   teaching   and learning English to achieve high results        I hope to receive the sincere feedback of my friends, colleagues, mass  organizations, individuals in this experience idea to give me more experience to  help students learn and speak English better        Finally, I sincerely thank you! CONFIRMATION   OF   HEADS   OF My Tan, March 15th 2017 UNITS I swear  to write this initiative  experience by myself, do not copy the content of other people Writer   Bui Thi Thuy 12 13 ... 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... 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... forth, "Some measures to help students in grade of My Tan 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