Some experiences in teaching skills of speaking english for primary students

MỤC LỤCTHANH HOA DEPARTMENT OF EDUCATION AND TRAINING THANH HOA DISTRICT DEPARTMENT OF EDUCATION AND TRAINING ========*****======== INITIATIVES SOME EXPERIENCES IN TEACHING SKILLS OF SPE

MỤC LỤC

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

THANH HOA DISTRICT DEPARTMENT OF

EDUCATION AND TRAINING

========*****========

INITIATIVES

SOME EXPERIENCES IN TEACHING SKILLS OF SPEAKING ENGLISH FOR PRIMARY STUDENTS

Implementer: Nguyen Thi Thom

Position: A teacher of English

Work unit: Tao Xuyen Primary & Secondary School Subject: English

THANH HOA 2019

INDEX

I INTRODUCTION

1 Rationale

English is very important for morden life It is mainly through the Englishlanguage that we gain access to the various sources of knowledge English is alanguage which is spoken and understood by many people in most country ofthe world

Following the continuous development of international exchanges,English universalization has become an indispensable thing Not only adultswant to be able to speak fluently with foreigners, but even young children want

to communicate in English with international friends Therefore, the Educationand Training sector has conducted a comprehensive renovation of teachingprograms and methods to improve the quality of teaching and learning.Previously, Vietnam did not integrate with other countries in the world, so theinvestment for students to improve English was still limited But today with thegeneral momentum of human development, learning foreign languages isessential Seeing this importance, the Education and Training sector has takenEnglish teaching and learning right at the primary level Currently all primaryschools across the country have taught English programs starting at the 3rd gradeand many schools have taught English programs from the 1st grade The majorityachieves a level of international language

Most children in the country from urban to rural areas are familiar withEnglish early through teaching in schools Four skills: listening, speaking,reading and writing are taking place simultaneously in the process of teachingand learning foreign languages For primary students, they initially getacquainted with English program so they are limited in how to communicatewhether they still understand lessons, understand sentences, structures but theyare shy, nervous to talk To meet this requirement, students must use the corpusthat has been learned to communicate activities effectively

Speaking English is a prerequisite for learning languages, in order to givethem confidence in communicating in English So how to help themcommunicate in English in a natural way? How to pass English to help themdevelop the communication skills of the children? After studying textbooks,reference materials thematic learning for English teachers and teaching practices

in the past few years, I chose the " Some experiences in teaching skills of speaking English for primary students” initiative as the subject for my

experience This is the premise for the direction of the quality of teaching andlearning, attracting students passionate about this subject and to devise effectiveinstructional experiences that I have applied in the past time activities

2 Aims of the study

As a teacher of English, I must impart knowledge to my students in a

positive way and have the highest efficiency " Some experiences in teaching skills of speaking English for primary students” has been applied by me in the

time teaching English for students at Tao Xuyen Primary School and I realizedthe advantages of this teaching activity is:

- Make lessons more active, happier and more productive.

- Build communicative competence, ability to speak English for primarystudents

- Help students feel more confident in their ability to communicate English

3 Scope and object of the research

- The main content of studying is about teaching skills of speaking Englishfor primary students

- The object of studying is students from grade 3 to grade 5 at Tao XuyenPrimary School

4 Methods of the research

To implement the content of the subjects, I used some following basicmethods:

- Reseach and find out English material taught at primary school

- Synthesis of reasoning through references, textbooks, the reality of teaching

and learning at Tao Xuyen Primary School

- Observe, visit classes, interview students

- Draw on the experience through the research process

- Survey on school academic year 2018 - 2019, apply the methods of theresearch to provide the most objective results

5 New points of initiatives

Based on the foundation of the old initiatives and the experience gained inthis school year, I have added the following new points to this initiatives ofteaching English speaking skills:

- Give students a quick way to reflect in English

- Train pronunciation for students

- Teach students to use stress and intonation when speaking

- In addition, I have corrected my initiatives to match the current textbookprogram of the Ministry of Education and Training

II CONTENT

1 Theoretical background

Primary level of education is a solid foundation for the development ofknowledge and skills for higher education For elementary age children toschool as they reach out to a new knowledge - rich and diverse, teaching English

in is to teach students how to use good English, to be effective The school'sgoal of teaching English for Primary children is teach a basic understanding ofEnglish and using English skills to communicate Now teaching English isenabling students to develop their thinking, forming ideas, healthy emotions,clarity, with the good qualities

Teaching English language as well as teaching other languages, teachingprocess is a combination of the 4 skills: listening, speaking, reading and writingand focus on teaching listening and speaking skills to achieve the purpose of thecommunication From many years of teaching English programs for primarystudents, from the reference program of teaching advanced English online, Ifound to help primary students communicate in English quickly and effectively,the teaching speaking skills to students is very important, it helps them feel moreconfident when communicating in English

2 The reality of the issue

* Advantages

In recent year, the teaching and learning of English by the method ofinnovation is concerned by Thanh Hoa Education and Traning Department andThanh Hoa Education and Traning Office Every year, the education sector hasorganized the contest of good students through the written tests and tests throughInternet There are contests of good teachers, visit classes, schools to getexperiences, promote innovative teaching methods to achieve higher results

In addition, the Department also facilitates for teachers of Englishparticipated in approaching the thematic changes in curriculum and teachingmethods

I myself was fostered professional knowledge and participated in training

on teaching method innovation, attending planned teaching of colleagues andfriends

For the students, with the curriculum and new textbooks, they access tonew methods of teaching and new ways of learning, many students have lovedthis subject

* Difficulties

Many students do not pay attention to foreign languages, prepare lessons

a sketchy way to deal with when they learn this subject So they have boringpsychology in learning English During school hours, the majority of them areusually passive, lack of flexibility, they have problems in reading English,speaking and participating in speaking lesson Primary students are the children,the level of their awareness is low, the quality of academic disciplinesasynchronous Many students have not focused on English, they think that this iselective subject so students themselves and even parents are not interested in this

one Moreover, they do not cultivate the knowledge has learned in class and themajority of students do not apply what they have learned and cannot developtheir listening and speaking skills Some family conditions are not sufficientlymaterial to foster self-learning and more Many parents are not really interested

in their children's learning and the majority of parents do not know Englishsubjects to tutor and help children

Difficulties with teachers in the teaching process, which is mostly in therural school facilities conditions are scarce Teaching aids of English are limitedwith less visual aids, facilities using for teaching and learning The school lacks

of function classrooms, sound, pictures English classes do not meet therequirements for all students to learn English

English in primary school holds a significant role in the learning process

of the children It equips them minimal vocabulary, basic grammar and sentencepatterns, simple theme about friends, family, school, the world around them.Therefore, to inspire and reinforce students' knowledge is an extremelyimportant and often work Because this affects very much motivated by thechildren, a basic factor affecting the process of learning a foreign language: Nochildren will not learn the engine and the consolidation of knowledge, alsoinculcate more the corpus of the lessons learned in a systematic way, as a solidfoundation to help them learn better, more confident in the learning processlater For the quality of their courses to achieve the best results the school hadtruly charismatic, playful comfortable atmosphere, inspire students to absorbforeign culture that they themselves have not been known

So how to make effective teaching methods, given the actual lectures and livelyand charismatic student is not an easy question to answer to each of our teachers

Based on actual situation of learning in grades 3, 4, 5; the levels of allstudents acquire after a few weeks of the school year with conventional teachingmethods I tested students by interviewing and classify objects of students,comparing the initial results of teaching, as a basis for comparison ofexperimental with results after teaching by this methods

THE TABLE OF SURVEY RESULS (September 2018)

3 Solutions

3.1 Types of practising are used for developing speaking skills

To learn more gently, and effectively attract the attention of youngEnglish language learners, teachers require to invest in furniture and teachingmethods to indoctrinate students Pronunciation, vocabulary, grammarrelationships form close together to practise the speaking skills for students

With the title “Let’s talk”, example: Exercises for students practice

questioning and answering about what students do at break time, students will

use the question What do you do at break time? And the answer is I (play

basketball/ play table tennis/ play football/ ) Circumstance: At break time.

Unit 10 - Lesson 1 - Grade 3

With the title “Ask and answer questions about….”, example: Exercises

for students practice talking about what happens in each picture Circumstance:

The story of Mai An Tiem.

Unit 14 - Lesson 1 - Grade 5 The forms of speaking

- Steps:

+ Study the situation

Students open the textbook, research contents of pictures They can do thetask independently or work in pairs or groups to describe the picture inVietnamese

+ Picture description

While identifying situations in Vietnamese, all the words are said inEnglish In grades 4 and 5, teacher can guide students to describe the picture inEnglish Teacher notices to fix pronunciation (word stress, sentence stress andintonation)

Important notice: do not interrupt students talking to correct errors butcorrect when they finish speaking, if any

+ Role-play

Example: Circumstance: Asking the way

Unit 16 - Lesson 1 - Grade 5

Guide all students to act as a asker and a director Then call two students

to act out:

Student 1: Where’s the ?

Student 2 (Open the map): It’s on

Depend on the situation that the picture given, teacher takes students on

the role-play.

+ Chaining:

In the chain exercises, we use an object or picture elements to makesuggestions Show pictures or things for the first student to ask questionsinvolved Students answer Turn to the second student, ask this question butreplace elements Just like that continue until everyone is asked and answered.Divide the class into small groups of 3 or 4 students Perform the exercises ineach group

Example:

Unit 8 - Lesson 1 - Grade 4

Teacher: What subjects do you have today?

Student 1: I have Maths.

Student 2: I have Maths and IT.

Student 3: I have Maths, IT and Science.

Do like that until the last person in the group While practising, studentswho do not remember the sentences of the previous speakers or cannot find thenext sentence will lose turns

+ Drama:

For the situation pictures, let students react the situation, or teacher bases

on the requirement of exercise, the content of the picture to build a drama andguide students to perfrorm

create a story.

(Picture 1) Unit 18 - Lesson 2 - Grade 4

(Picture 2) Unit 18 - Lesson 1 - Grade 4

This exercise has a similar format: Ask and answer questions about what

is happening in each picture.

* Look at the photo Tell the story

- Aims:

This exercise requires higher Students create their own speech, using newsentence patterns of the lesson in form of narrative or conversation tocommunicate in groups on this topic

- Steps:

For picture description, according to following steps:

+ Use flash cards, remind students of some words and sentences using todescribe

+ Ask students to look at pictures as a hint Depend on levels of students

to give requests (general, more detailed, description and comment, descriptionand opinions, description and comparison)

+ Students work in groups to describe pictures

+ Call some groups to describe Other students listen and make questions.For conversation, according to following steps:

+ Vocabulary: Use flash cards to memorize students words, phrases.Teach students how to use new sentence patterns Do not analyze grammar butguide students to use sentence patterns as a ready-made unit

Example:

Teacher gives a situation: When you ask about time, you use the sentence:

What time is it?

The answer depends on specific time Use flash cards or sketch to teach

So we use situations to teach how to use sentences, do not translate Focus

on stress and intonation

Group work: Students describe pictures together.

Example:

Student 1: There was a fox and a crow.

Student 2: The crow stood on the roof of a house with a piece of meat Student 3: The hungry fox was standing on the ground

Student 4: The fox asked the crow “Can you give me some meat?”

etc

Unit 14 - Lesson 3 - Grade 5

- Describe by all abilities (Genenal description, detail description,description and comment, description and opinions, description and