(SKKN 2022) some methods develop the enghlish speaking skill for 5th grade

As an optional subject and preparation for inclusion in a compulsory subject, the goal of teaching English at the primary level is that students are initially formed with basic and simpl

TABLE OF CONTENTS

2.3 The reality of English teaching in grade 5 4

1 INTRODUCTION

1.1 The reason for choosing the initiative

Today, with the development of science and technology and the knowledge economy, English has become more and more important and necessary in many fields It has been included in teaching at all learning levels in which the learning level plays a fundamental and indispensable role is the primary level

As an optional subject and preparation for inclusion in a compulsory subject, the goal of teaching English at the primary level is that students are initially formed with basic and simple knowledge of English, helping them initially have an understanding of the country, people and culture of some English-speaking countries, and at the same time initially form for students basic and simple communication skills in English in daily communication at school and at home: listening, speaking, reading and writing skills, with emphasis on listening and speaking skills Practical teaching shows that one of the four skills that primary

school students often face certain difficulties in the learning process is speaking.

In the process of teaching English for the 5th graders, I realized that the children were still young, their ability to concentrate was not long, and at the same time, when they were new to this subject, they still had many difficulties in being active, interested in participating in activities to practice speaking skills in English lessons Some children lack of confidence, they are timid to speak, afraid of making mistakes, etc So I wondered how in every English lesson, they could participate in speaking practice enthusiastically, actively and effectively

To achieve that goal in every lesson, I strongly chose the topic: "Some methods develop the English speaking skill for 5th grade" to help them love English,

improve speaking skills, become more confident in communication through these methods

By researching this topic, I hope to help teachers gradually overcome certain difficulties in order to have the most effective English speaking lessons

1.2 Aims and objectives of the study

- To help students focus on listening to the lessons and actively participate in learning activities, especially focusing on speaking skills

- To contribute to changing students' learning attitudes in the process of practicing and practicing skills, focusing on listening and speaking skills in English lessons

- To help students actively achieve knowledge and confidently use English in communicating with teachers and friends

- To detect and foster gifted students in English

- Help promote the core qualities and competencies of students, thereby connecting friendships as well as improving the lessons’ efficiency

1.3 Scope of the study

The initiative is applied for 5th grade in participating in practising speaking skills in class, club activities, and extracurricular activities In addition, English teachers of grades 1, 2, 3, 4 and students' parents can also refer

1.4 Method of the study

In order to implement this initiative, I have researched and used some of the following methods:

- Problem analysis and synthesis methods

- Methods of investigation and survey

- Pedagogical observation method: organizing games, group activities, experiential activities

- Scientific experimental method

1.5 Significance of the study

Methods introduced in the initiative help teachers have good expertise, promote research investment, innovate teaching methods, make class hours lively, attractive, creative, and make students active and positive, love English, more confident in communication In addition, it is sustainable, long-lasting and

it can be used with different forms of teaching

2 CONTENTS

2.1 Theoretical basis:

Our country in general and Vietnam's education in particular are increasingly paying attention to education career, especially teaching English to primary school students For that reason, the Ministry of Education and Training has

been implementing “National Foreign Language Project 2020” which

emphasizes the urgency to teach students communication skills right at primary school so that when they finish grade 5, they must have achieved level 1 according to the European Framework of Reference for Languages To achieve the above goal, each teacher must constantly research, self-study, cultivate knowledge and innovate teaching methods; and moreover do not hesitate to exchange, share and draw experiences with colleagues to get the best and most suitable teaching methods to meet the needs of learners and the increasing requirements of education in order to contribute to organizing English speaking lessons for 5th grade students in the most effective way

2.2 Practical basis

The psycho-physiological characteristics of primary school students are easy to remember, quick to forget, easy to lose their focus during class, unsustainable memory, like to learn but quickly bored A large part of students are bored of studying or studying in the form of opposition Therefore, teachers must do how to keep the lesson lively and attractive so that the students are always active in the acquisition of knowledge and love the subject

Through theoretical and practical research, it has been shown that using a number of methods to practise speaking skills in lessons helps students learn

actively and mobilizes all students to participate actively and excitedly That is what all teachers and parents expect from their children From that practical meaning, I have researched, thought about and experimented this topic in order

to form the passion and love the subject for the children, thereby improving the quality of teaching

2.3 The reality of English teaching in grade 5

2.3.1 Advantages

a Teachers:

- Initially, they have approached and used typical teaching techniques, including speaking techniques quite well

- Gradually become familiar with and active in organizing a speaking lesson

- Flexibly co-ordinate of teaching techniques

- Create a lot of teaching materials suitable to the content of the lessons, so many speaking lessons become lively, exciting, attractive and highly effective

- Use and operate modern teaching equipment to serve the speaking teaching process: video tapes, cassettes, video players, projectors

b Students:

- Students have initially gotten used to learning and practicing speaking skills in class

- Most students work in pairs, in groups quite effectively while completing the teacher's requirements and exercises after speaking

- Some students have developed skills and techniques in speaking in front of a group

2.3.2 Difficulties

a Teachers:

There are still some teachers who face certain difficulties in performing speech teaching techniques and manipulations, in choosing techniques to suit each lesson or each stage of the lesson Less using or not proficiently using teaching aids for speaking lessons (cassette radio, projector, illustrations )

b Students:

- Students have little opportunity to communicate in English outside of classroom lessons, and have little access to teaching aids and materials related to speaking lessons

- Some children are shy, afraid to speak and even afraid of making mistakes when communicating in English

- Students are not familiar with the speed of reading and speaking in tapes and discs

c Specific investigation:

During the teaching process, I personally undertake the teaching of grade 5, with the awareness of both studying the characteristics of the students' learning situation in the subject and learning from experience, right from the beginning

of the school year I have decided to direct myself a specific plan and method to actively investigate the learning situation of the students under my charge The specific investigation results are as follows:

Class Total Successfully

complete

Complete Incomplete

2.3.3 Solutions:

3.1 Teaching pronunciation skills at primary school

As we see, nowadays in society, there is a situation of students who have studied English for many years but still cannot communicate or communicate unconfidently with foreigners They don't understand what we say and vice versa So where does the cause come from? In my opinion, it is easy to see that our students are poor in pronunciation skills In order to learn English communication well, students must first learn pronunciation skills since they are still primary school students Therefore, I have tried to focus on teaching pronunciation to students in the lessons, paying special attention to the following sections:

3.1.1 The ending sound of the words

The ending sound of words in English is often forgotten by students, which leads to serious consequences in communication, which easily leads to confusion between words with the same beginning sound but different ending sounds, so listeners and speakers will misunderstand each other Therefore, in the process of teaching new words, I often emphasize the ending sounds more carefully so that students can pronounce them correctly and remember them

Example: In the book, there are words with the same first sound but

different pronunciation at the end When teaching these words, teachers need to guide students to read the ending sound correctly so that they do not get confused between words when speaking as well as when listening The first

three syllables are all /baɪ/, but the word “bike” has the ending sound /k/ , the word “bite” has the ending sound /t/ , and the word “buy” does not have an

aspirated ending sound:

+ bike /b aɪk/

+ bite /b aɪt/

+ buy /b aɪ/

3.1.2 Word stress

For Primary students, when teaching word stress, we must clearly explain

to them that in English words with 2 syllables or more will always have stress and the stress is in the syllable which we emphasize that sound

Primary school students will not be able to recognize word stress on their own Therefore, when teachers themselves introduce words, they have to model many times to the children, so that the children realize which sound is stressed, from which they can realize what sound the word's stress falls on

Example:

- Usually, two-syllable nouns and adjectives will have stress on the first syllable:

island, village, pretty, clever.

- Two-syllable verbs are often stressed on the second syllable: exchange, review

- Most compound nouns have stress on the first syllable: bedroom, bus stop,

seaside

These are just a few simple rules that can help 5th graders recognize word stress With higher levels, teachers will again provide longer and more complex rules But in my opinion, these are appropriate rules to teach students when starting to learn English

3.1.3 Sentence stress

- When reading, not only pay attention to word stress but also sentence stress In

the English textbook program 5- Part 1, in phonics lessons, the author

mentioned the stress of sentences Those are the main information words of each sentence

Example: 'When did you 'go to the 'zoo?- I 'went there 'yesterday.

'When will 'Sports 'Day 'be?- It'll be on 'Saturday.

Therefore, phonics lessons not only help students practice pronunciation, but also help students review sentence patterns and improve speaking skills

3.1.4 Sound linking

Our primary school students could barely hear sample dialogues spoken

by foreigners years ago The reason is because they do not pay attention to the trick of linking sounds between words in a sentence Of course, if listening skills are not good, students will not be able to speak fluently That's why I want to emphasize that understanding and teaching students the rules of sound linking is very important This helps students to confidently communicate in English Therefore, to help them recognize and practice how to link words in sentences, I often guide them how to read the simplest sounds When saying many times, they will get used to this sound connection

Example : There is a book on the table

/ ðeə iz ə buk ɔn ðə teibl / - transcribe each word in a

sentence without linking sounds

/ ðe ri zə bu kɔn ðə teibl / - transcribe with linking sounds.

3.1.5 Sentence intonation

Intonation is also very important in speaking English but our students often do not pay attention to intonation when speaking Therefore, in lessons, I often remind students to pay attention to the intonation of sentences with the following rule:

- With affirmative and negative sentences, I teach them to fall their voice at the end of the sentence

Example: I didn’t see you at the party yesterday ↷

I have a headache ↷

- With questions, there are 2 types:

+ Wh-question: fall the intonation at the end of the sentence

Example: What's the matter with you? ↷

+ Yes / No question: raise the intonation at the end of the sentence

Example: Does he do karate in his free time? ⤻

Teaching pronunciation skills is one of the most important tasks, especially for 5th graders when they are aware of the intonation of sentences If they pronounce correctly from the beginning, they can confidently communicate in English both in class and in life

3.2 Create an English speaking environment right in the classroom:

Students in rural areas are very disadvantaged compared to urban students If

in the city, children can often be sent by their parents to foreign language centers directly taught by foreigners, with teaching assistants of good Vietnamese teachers, with many modern equipment for teaching English, our rural students don't have any This is the reason why I always create an English speaking environment in my classes to help students have more opportunities to practice

their English speaking skills by the following measures.

3.2.1 English teachers must be English speakers from the beginning to

create quick reflexes in English for students:

As soon as I was assigned the task of teaching English to 5th grade, I anticipated the difficulty that I would face in the process of teaching them speaking skills, which is how to make them have the habit of speaking English during class time This is not a small problem, requiring the tireless perseverance of teachers My rule is don't get discouraged, don't give up when students don't understand what the teacher is saying I speak English at the beginning of class, from the daily greetings to the lesson content I teach students from simple imperatives commonly used in the classroom to more complex imperatives so that they can get used to and carry out commands when

I speak English instead of Vietnamese Although there were students who couldn't remember and follow my orders right away, gradually in the next lessons they were able to remember and apply them

Example: Stand up!

Sit down!

Open your book, please!

Listen and tell me your answer!

Why do you choose that?

3.2.2 Encourage students to speak English in class:

- Attitude positively influences action In a class, there are some students who are shy and not quick-thinking They are often very lazy to speak English, lazy

to discuss with friends because they are afraid of saying the wrong thing and afraid of being ridiculed Therefore, I always encourage students to speak according to the topic of each lesson and persistently correct their pronunciation mistakes and word mistakes without scolding or blaming Using gentleness, sophistication, affection, but also perseverance, teachers can help students have

a good and steady thought, positive attitude towards learning to speak English

In my opinion, if we do that, we will also get the expected results

- Regulations on emulation and reward regime: I often give stars or stickers to

my children as soon as they answer correctly, try hard, and make progress Regulate that students who reach 10 stars will be given gifts At the end of the

class, I always let students vote for the 3 most active students and give them stars or stickers.-

- Regulations for monitor regime: The student who gets the most stars, the most active of the previous class will be the monitor of the next class The monitor is given the following rights: to direct the students to practice reading

in a certain activity in the class; or given a star to any friend in the class

- Create opportunities for many students to interact during class so they don't get bored

3.2.3 Correct mistakes for students:

- Correcting pronunciation and grammar errors for students while speaking is

an important job However, how to correct them, correct them at the appropriate time is a job that requires delicacy and high pedagogy

- When students are practising pronouncing 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 finding vocabulary ideas to express a certain content, teachers should not interrupt to correct errors because this will lose confidence and hyperactivity when they likes to participate in their communication practising activities

- Teachers need to have a positive attitude towards students' language errors Accepting mistakes is an inevitable part of the process of learning a foreign language, helping students learn from their own and friends' mistakes

3.3 Using games in speaking lessons:

The games that I introduce below can be flexibly applied to students of all grades in primary school, not only English but also other subjects at school And especially teachers can apply it to all forms of direct teaching in class or teaching online during the Covid-19 epidemic time

3.3.1 Let’s Beat Corona Virus

- Aims: To help Ss:

+ Review vocabulary, practice sentence patterns learned

+ Practice quick reflexes in children

- How to play: The teacher introduces the game name.

The teacher gives some questions about the vocabulary or sentence patterns that the students have just learned These questions are hidden behind the viruses surrounding the castle where the children are kept Students have the task of choosing any virus and answering questions to rescue the children locked in that castle

- End of the game: Summarize and commend students Integrate game content

into health protection propaganda to prevent the Covid-19 epidemic

- Example: This game can be used in Review 1, English textbook 5, Part 1 to

help students review the words they have learned from Unit 6-Unit 10 or use in sentence pattern practice activities for Point and say, Let's talk in units

3.3.2 Help the crow drink water :

- Aims: To help students review vocabulary according to learned topics, practice

listening, observation skills, etc

- How to play: Students play in two teams Representatives of the teams

participate in the game by answering any questions given by the teacher related

to the student's lesson to put the stones in the jar so that the water rises to help the crow drink water For each correct answer, the student will put a stone in the jar Keep doing this until the students answer all the questions so that the water

in the jar rises The team that can answer the most questions correctly and faster, the crows get to drink the water first, that team will wins

- End of the game: Congratulate the winning team and commend both teams.

- Example: Unit 6: Lesson 2 English Textbook 5- Part 1: Start the lesson with

this game to help students review words about school subjects in English: Students play in 2 teams , will choose any question, look at pictures, listen CDs

or watch clips to answer questions about a certain subject

3.3.3 Who wants to be a millionare?

- Aims: To help students:

+ Review vocabulary or sentence patterns, phonetic knowledge, grammar

+ Practice quick reflexes in children

- How to play: The teacher shows the image of the game on the screen and

introduces the game The teacher gives some questions about the vocabulary, phonics, and grammar that students have learned Students take turns observing, reading and answering questions corresponding to each score level of 200, 400,

600, 2000,

- End of the game: Summarize the score that the whole class achieved.

Congratulate and praise students

- Example: Review 2 English Textbook 5- Part 2: In warm up or at the end of

the lesson, teacher can use this game to help students review vocabulary, sentence patterns, and grammar knowledge in 5 unit of lessons from Unit 11-Unit 15 or vocabulary in any lesson